Effects of Relative Heterogeneity of Competence in Peer-Tutoring Dyads

Publication Year:
1980
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Repository URL:
https://scholarworks.wmich.edu/masters_theses/1859
Author(s):
Argyropoulos, Meredith Dawson
thesis / dissertation description
Students in a high school English class received simple instructions before and during participation in brief daily reciprocal tutoring sessions. Three levels of competence were established on the basis of spelling scores obtained on a group-administered standardized achievement test. Dyad members were twice unlike-paired and once like-paired in competence during the experiment, producing six competence during the experiment, producing six competency permutations. Differential assignment of instructional units after pretesting assured that scores reflected individual gains rather than individual competence relative to that of the other students. Differences in group means within and across pairing conditions were statistically insignificant, indicating that relative heterogeneity of academic competence was not a factor contributing to dyads' efficacy.