Mutual peer tutoring: Effects of structuring tutorial interaction to scaffold peer learning.

Abstract

This study demonstrates that tutorial interaction can be structured so that same-ability age mates can scaffold each other's higher order thinking and learning. Seventh graders were assigned in pairs to 3 mutual peer-tutoring conditions: explanation only (E), inquiry plus explanation (IE), and sequenced inquiry plus explanation (SIE). Tutorial sessions followed teacher-led science lessons over a 5-week treatment. IE and SIE students were trained to ask comprehension and thought-provoking questions on the material when in the tutoirole and to explain material to partners when acting as tutee. SIE students received additional training in asking their questions in a particular sequence. E students explained material to each other. SIE students outperformed IE and E students on ability to construct knowledge both during their tutorial interaction and on written measures.

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