Abstract
Statement of Problem
This study was conducted to examine the impact cross-age tutoring had on third grade tutors. The study focused on student attitudes toward reading, school, and cooperative learning. The study addressed the following questions, "Is the use of student tutors a viable and effective instructional strategy? Can the act of tutoring impact one's reading attitude? What other changes can occur due to student tutoring?· What are predictors of students' reading attitudes? Can an attitude be improved? If so what kinds of strategies and activities can educators implement to enhance attitudes?" The purpose of the study was to determine the effectiveness of a student-tutoring program in changing students' attitudes towards school, reading, and cooperative learning.
Sources of Data
The data analyzed were student responses to surveys that were given both prestudy and poststudy. The survey was designed to measure student attitudes toward reading, school, and cooperative learning. The survey contained both Likert-type questions and open-ended questions. The open-ended questions were included to add and reinforce the data provided in the Likert-scale statements. The participants of the student also took part in small group interviews, which were later examined for themes. Finally, the researcher recorded informal observations before, during, and after the study. The notes were analyzed for attitude related themes.
Conclusions Reached
The results of this study indicated that the students who participated in the study in the role of student tutor exhibited a positive shift in reading attitudes, school attitudes, and attitudes towards working with other students. The findings also revealed that the female students who participated in the study showed a greater shift in attitude. The results also showed that more females listed teaching as a possible profession than the male participants.