The Tutoring Process and its Manifestation in the Classroom Behaviour of Tutors and Tutees

Abstract

Three case studies were conducted of seventh graders teaching mathematics to third graders, in place of their classroom teacher, applying the Learning Through Teaching (LTT) method. Audio and video recording provided information on tutoring sessions. Trained observers coded the behaviours of the tutors and tutees during the tutoring sessions and in their respective classes during mathematics and other lessons. The results show that when tutors are appropriately prepared to teach their younger counterparts, substantial academic task‐related activities are later enhanced in their regular class. Furthermore, both tutors and tutees become better achievers and more socially accepted by their peers. These results are restricted to successful interactions between the tutor and tutee. The present investigation suggests that tutoring seems to benefit more the tutor than the tutee on both academic and social aspects.