Student tutors are rated as more cognitively congruent than staff tutors in problem-based tutorial groups¶

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? In both courses, students rated student tutors as better able to understand the problems students face in mastering the subject-matter, with significant and relatively large differences. → 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

Questionnaire study in two eight-week first-year law courses (202 and 150 students) rated tutors on a 39-item scale; on cognitive congruence student tutors scored higher in both courses (course 1: F = 17.00, p = 0.001; course 2: F = 16.03, p = 0.001), described as "significant and relatively large".

"Student tutors were better at understanding the nature of the problems students faced in attempting to master the subject-matter in both courses. All differences were significant and relatively large."

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 show greater role congruence, being more interested in students' daily lives and study experiences — related
• Student tutors refer to end-of-course examinations more frequently than staff tutors to direct student learning — related
• No achievement difference between staff- and peer-tutored groups in the first curriculum year — related
• Staff-tutored tutorial groups achieve slightly but significantly higher marks than peer-tutored groups in problem-based learning — related
• Staff tutors rated higher on using subject-matter knowledge and relevance, but peer tutors rated higher on these behaviors in year one — related
• Focus group data indicate student tutors show more cognitive congruency than staff tutors, explaining content more clearly and in student-friendly terms — related
• No differences between student and staff tutors in focus on cooperation among group members — related
• Student perceptions of tutors are generally positive for both staff and student tutors, with significant differences appearing in only one course and not consistently across courses — related
• Focus group data indicate student tutors show more social congruence, being more involved with the group and more open to student opinions — 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
• Tutorial group size moderates SDL gains in PBL: small and medium groups gained SDL, large groups declined — related