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Summary

Peer tutoring effectively teaches academic skills, including inference-making. This study shows peer tutoring successfully taught third graders fraction, pictogram, and percentage relations, with all students learning and deriving new connections.

Keywords:
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Area of Science:

  • Educational Psychology
  • Behavior Analysis

Background:

  • Peer-mediated instructional strategies, such as peer tutoring, are established methods for teaching academic skills.
  • Previous research has primarily focused on direct academic responses, with less emphasis on higher-order cognitive skills like inference-making.

Purpose of the Study:

  • To investigate the efficacy of peer tutoring in teaching derived relations, specifically fraction-pictogram-percentage equivalencies.
  • To extend the application of peer tutoring to include the programming of inference-making abilities.

Main Methods:

  • Two experiments utilized homogenous, reciprocal peer tutoring sessions with 8 third-grade participants acting as both tutors and tutees.
  • Experiment 1 involved tutors teaching separate fraction-pictogram and percentage-pictogram relations, while Experiment 2 had tutors teaching halves of each relation set.
  • Participants were assessed on their ability to learn taught relations, teach relations, and derive new, equivalent relations.

Main Results:

  • All tutors successfully learned the relations they taught.
  • All tutees acquired the relations presented to them.
  • Participants demonstrated the derivation of equivalence relations and transfer of functions for comparative relations.
  • A comparison indicated that the difficulty of training relations impacts the effectiveness of peer-tutoring for inference-making.

Conclusions:

  • Peer tutoring is a viable strategy for teaching complex academic relations and fostering inference-making in elementary students.
  • Instructional designers should carefully consider the complexity of the relations being taught when implementing peer tutoring for derived stimulus relations.
  • The findings support the use of peer tutoring to promote not only direct learning but also the critical skill of making inferences.