Student tutors refer to end-of-course examinations more frequently than staff tutors to direct student learning¶

Claim · All claims
Evidence · 1 study · associational r2 · q3
Currency · newest study 1995 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Student tutors used the end-of-course exam more frequently than staff tutors to direct students' activities in the small-group tutorial. → Moust 1995

Evidence¶

Moust 1995¶

Moust, J. C. & Schmidt, H. G. (1995). Facilitating small-group learning: a comparison of student and staff tutors' behavior. Instructional Science 22: 287-301. https://link.springer.com/journal/11251

q3 · i? · associational · r2

On the achievement/test-orientation subscale student tutors scored higher in both courses (course 1: F = 8.06, p = 0.005; course 2: F = 10.41, p = 0.002); interviews report student tutors giving concrete cues about what to study for the test.

"Student tutors used the end-of-course exam more frequently than staff tutors to direct students' activities in the small-group tutorial."

Discussion¶

Related Claims¶

• Prior field experiments found no achievement differences between staff- and student-tutored groups — related
• Staff tutors display more authoritarian behavior than student tutors in problem-based tutorial groups — related
• Student tutors are rated as more cognitively congruent than staff tutors in problem-based tutorial groups — related
• Staff-tutored tutorial groups achieve slightly but significantly higher marks than peer-tutored groups in problem-based learning — related
• No differences between student and staff tutors in focus on cooperation among group members — related
• Students taught by rigorously selected and well trained student tutors show no significant achievement differences from students taught by staff tutors in first-year PBL courses — related
• Student tutors show greater role congruence, being more interested in students' daily lives and study experiences — related