The Effect of Peer Tutoring on the School Engagement of At-Risk Students
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2018-07
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Masters of Education
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Attribution-NonCommercial-NoDerivs 3.0 United States
Attribution-NonCommercial-NoDerivs 3.0 United States
Abstract
The purpose of this research was to determine if tutoring primary students could improve the behavioral and emotional school engagement of intermediate students at-risk of academic failure. The ten participants in this study were 4th and 5th grade students selected on their scores on behavioral and emotional portions of The School Engagement Scale. The participants acted as tutors for primary level students each morning for three weeks, spending around 15 minutes each morning reviewing basic reading and math skills. At the conclusion of the three-week program, the participants completed the behavioral and emotional portions of The School Engagement Scale a second time. The results of this study failed to reject the null hypothesis which was that there would be no difference in the behavioral and emotional school engagement of intermediate students after acting as peer tutors for primary students. Further research on this topic would be worthwhile to determine if a peer tutoring program would benefit the behavioral and emotional school engagement of a school’s at-risk students.