This study investigates the effect of the helping relationship in cross-age tutoring upon the attitude toward school, self-concept, and grade average of elementary and middle-school students.The data measuring attitude toward school of those in the tutor-pupil relationship imply that this variable is the most sensitive to the tutoring program. The program resulted in a definitely superior attitude toward school for eighth graders and one sub-group of third graders. Therefore, it is concluded that cross-age tutoring can be expected to result in an improved attitude toward school on the part of children in specific age levels. Since no significant difference in …
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This study investigates the effect of the helping relationship in cross-age tutoring upon the attitude toward school, self-concept, and grade average of elementary and middle-school students.The data measuring attitude toward school of those in the tutor-pupil relationship imply that this variable is the most sensitive to the tutoring program. The program resulted in a definitely superior attitude toward school for eighth graders and one sub-group of third graders. Therefore, it is concluded that cross-age tutoring can be expected to result in an improved attitude toward school on the part of children in specific age levels. Since no significant difference in self-concept was found, cross-age tutoring cannot be supported as an indirect means of improving the self-concept of children. Generally, the experimental condition of the tutor-pupil relationship did not result in higher grade averages for the experimental tutors and pupils in grades three, five, and six; however, the grade averages of lower-ability eighth-grade students showed highly significant gains over the control group. Therefore, although cross-age tutoring cannot be expected to improve academic standing of all elementary students, lower-ability eighth-grade students acting as tutors can be expected to improve their academic standing.
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