The Effect of Cross-Age Mentoring on Elementary Students Disruptive Behavior
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Type of Work28 p.
Action Research Paper
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SubjectsEducation -- Research papers (Graduate)
Mentoring in education -- Research.
Behavioral assessment of children -- Research.
School children -- Research.
Education -- Research papers (Graduate)
The purpose of this study was to determine whether a six-week cross-age mentoring program could impact the disruptive behavior of first and second graders (N = 10). The measurement tool was the appropriate learning behavior score, which was based off of items on students’ report cards. This study involved the use of a pretest/posttest design to compare data from the third quarter report card (before the intervention was administered) to data from May of 2015 (after the intervention was complete). The students had significantly higher post-intervention appropriate learning behavior scores (Mean = 11.00, SD = 3.09) than pre-intervention appropriate learning behavior scores (Mean = 9.90, SD = 2.51) [t (9) = 2.91, p = .017]. Implications of the findings are discussed. Research in the area of cross-age mentoring programs should continue given the lack of research in this particular type of mentoring especially in the elementary setting.