CROSS-AGE TUTORING BY HIGH SCHOOL STUDENTS AND THE AFFECTIVE PERCEPTION OF FOURTH GRADERS.

Persistent Link:
http://hdl.handle.net/10150/184103
Title:
CROSS-AGE TUTORING BY HIGH SCHOOL STUDENTS AND THE AFFECTIVE PERCEPTION OF FOURTH GRADERS.
Author:
PIRTLE, KLAIRE BEATRICE.
Issue Date:
1982
Publisher:
The University of Arizona.
Rights:
Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.
Abstract:
The purpose of this study was to investigate the effectiveness of cross-age tutoring by high school students on the affective perception of fourth graders in the areas of self-concept, perception of self as a student, perception of self as a social studies student, and perception of self in the school environment. The tutoring was done in social studies--specifically in Arizona history--relating to the culture, history, and environment of the students' own surroundings. A rationale for the study was based on the social learning theory. High school students modeled behavior for the elementary students and reinforced positive learning experiences dealing with their own culture. This experience would enhance the elementary students feelings of self-worth, and improve their self-perception. The literature was reviewed from three aspects: cross-age tutoring, self-concept, and affective perception. Eight elementary classrooms, four experimental and four control, in four schools in the southwest part of Tucson, Arizona were involved in this one study. Nine hypotheses were tested dealing with self-concept and perception of self. Results of the study were assessed through the Piers-Harris Children's Self-Concept Scale pre- and post-measures, and the Affective Perception Inventory. An analysis of data was subjected to a two-factor analysis of variance using a hierarchical design. The primary aspect of this design is the assumption that an individual's score is partly influenced by the social unit of which the individual is a member. In all categories the treatment of cross-age tutoring had no effect on the experimental means. The hypotheses did not prove to be significant at the F = .05 level of significance. (A significant difference was found in the direction of the control group's mean score on the post self-concept scale.) It is the finding of this study that there were too many variables, other than the tutoring process, that could not be controlled. A further examination of the results shows that there were significant school within treatment effects, in the perception of self in the school environment, which indicates that the treatment interacted with classroom variables.
Type:
text; Dissertation-Reproduction (electronic)
Keywords:
Tutors and tutoring.; Self-perception in children.; School children -- Psychology.
Degree Name:
Ph.D.
Degree Level:
doctoral
Degree Program:
Elementary Education; Graduate College
Degree Grantor:
University of Arizona
Advisor:
Brown, Edward D.

Full metadata record

DC FieldValue Language
dc.language.isoenen_US
dc.titleCROSS-AGE TUTORING BY HIGH SCHOOL STUDENTS AND THE AFFECTIVE PERCEPTION OF FOURTH GRADERS.en_US
dc.creatorPIRTLE, KLAIRE BEATRICE.en_US
dc.contributor.authorPIRTLE, KLAIRE BEATRICE.en_US
dc.date.issued1982en_US
dc.publisherThe University of Arizona.en_US
dc.rightsCopyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.en_US
dc.description.abstractThe purpose of this study was to investigate the effectiveness of cross-age tutoring by high school students on the affective perception of fourth graders in the areas of self-concept, perception of self as a student, perception of self as a social studies student, and perception of self in the school environment. The tutoring was done in social studies--specifically in Arizona history--relating to the culture, history, and environment of the students' own surroundings. A rationale for the study was based on the social learning theory. High school students modeled behavior for the elementary students and reinforced positive learning experiences dealing with their own culture. This experience would enhance the elementary students feelings of self-worth, and improve their self-perception. The literature was reviewed from three aspects: cross-age tutoring, self-concept, and affective perception. Eight elementary classrooms, four experimental and four control, in four schools in the southwest part of Tucson, Arizona were involved in this one study. Nine hypotheses were tested dealing with self-concept and perception of self. Results of the study were assessed through the Piers-Harris Children's Self-Concept Scale pre- and post-measures, and the Affective Perception Inventory. An analysis of data was subjected to a two-factor analysis of variance using a hierarchical design. The primary aspect of this design is the assumption that an individual's score is partly influenced by the social unit of which the individual is a member. In all categories the treatment of cross-age tutoring had no effect on the experimental means. The hypotheses did not prove to be significant at the F = .05 level of significance. (A significant difference was found in the direction of the control group's mean score on the post self-concept scale.) It is the finding of this study that there were too many variables, other than the tutoring process, that could not be controlled. A further examination of the results shows that there were significant school within treatment effects, in the perception of self in the school environment, which indicates that the treatment interacted with classroom variables.en_US
dc.typetexten_US
dc.typeDissertation-Reproduction (electronic)en_US
dc.subjectTutors and tutoring.en_US
dc.subjectSelf-perception in children.en_US
dc.subjectSchool children -- Psychology.en_US
thesis.degree.namePh.D.en_US
thesis.degree.leveldoctoralen_US
thesis.degree.disciplineElementary Educationen_US
thesis.degree.disciplineGraduate Collegeen_US
thesis.degree.grantorUniversity of Arizonaen_US
dc.contributor.advisorBrown, Edward D.en_US
dc.contributor.committeememberChilcott, Johnen_US
dc.contributor.committeememberWilson, Herberten_US
dc.identifier.proquest8219876en_US
dc.identifier.oclc682599838en_US
All Items in UA Campus Repository are protected by copyright, with all rights reserved, unless otherwise indicated.