Can tutors make a difference? Exploring the impact of student tutoring on fifth and sixth graders 'learning to learn'
- Author
- Sabrina Vandevelde (UGent) and Hilde Van Keer (UGent)
- Organization
- Abstract
- Providing an equitable distribution of educational opportunities has become an important challenge for many educational systems. In this respect, the possibilities of student tutoring are explored. Contrary to previous studies, this study does not focus on specific subjects as curriculum of tutoring, but on generic learning skills, namely ‘learning to learn’. Learning to learn’ is conceptualised as a combination of cognitive and metacognitive learning strategies, learning motivation, and attitudes towards learning. In particular, the present study investigates the impact of the intervention on the learning motivation, metacognitive awareness and self regulated learning strategy use of fifth- and sixth-grade tutees (N = 93) at risk due to their socio-economic or non-native background. A pre-post test design was used and the ‘Learning Motivation Test’, the ‘Junior Metacognitive Awareness Inventory’, and the ‘Self-Regulated Learning Interview Schedule’ were applied. Quantitative and qualitative analyses were used to explore the impact of the intervention. In line with prior research the present study demonstrate the effectiveness of student tutoring. More specifically, the study demonstrates the positive effect on primary school children’s learning motivation and use of generic learning strategies. Moreover, the study also indicates that student tutoring in the presence of the classroom teacher can also influence teachers’ everyday practice and approaches to learning primary school children to learn.
- Keywords
- primary education, self-regulated learning, tutoring
Citation
Please use this url to cite or link to this publication: http://hdl.handle.net/1854/LU-3125901
- MLA
- Vandevelde, Sabrina, and Hilde Van Keer. “Can Tutors Make a Difference? Exploring the Impact of Student Tutoring on Fifth and Sixth Graders ‘Learning to Learn.’” European Association for Research of Learning and Instruction, Abstracts, 2009.
- APA
- Vandevelde, S., & Van Keer, H. (2009). Can tutors make a difference? Exploring the impact of student tutoring on fifth and sixth graders “learning to learn.” European Association for Research of Learning and Instruction, Abstracts. Presented at the European Association for Research of Learning and Instruction (EARLI - 2009), Amsterdam, Nederland.
- Chicago author-date
- Vandevelde, Sabrina, and Hilde Van Keer. 2009. “Can Tutors Make a Difference? Exploring the Impact of Student Tutoring on Fifth and Sixth Graders ‘Learning to Learn.’” In European Association for Research of Learning and Instruction, Abstracts.
- Chicago author-date (all authors)
- Vandevelde, Sabrina, and Hilde Van Keer. 2009. “Can Tutors Make a Difference? Exploring the Impact of Student Tutoring on Fifth and Sixth Graders ‘Learning to Learn.’” In European Association for Research of Learning and Instruction, Abstracts.
- Vancouver
- 1.Vandevelde S, Van Keer H. Can tutors make a difference? Exploring the impact of student tutoring on fifth and sixth graders “learning to learn.” In: European Association for Research of Learning and Instruction, Abstracts. 2009.
- IEEE
- [1]S. Vandevelde and H. Van Keer, “Can tutors make a difference? Exploring the impact of student tutoring on fifth and sixth graders ‘learning to learn,’” in European Association for Research of Learning and Instruction, Abstracts, Amsterdam, Nederland, 2009.
@inproceedings{3125901,
abstract = {{Providing an equitable distribution of educational opportunities has become an important challenge for many educational systems. In this respect, the possibilities of student tutoring are explored. Contrary to previous studies, this study does not focus on specific subjects as curriculum of tutoring, but on generic learning skills, namely ‘learning to learn’. Learning to learn’ is conceptualised as a combination of cognitive and metacognitive learning strategies, learning motivation, and attitudes towards learning. In particular, the present study investigates the impact of the intervention on the learning motivation, metacognitive awareness and self regulated learning strategy use of fifth- and sixth-grade tutees (N = 93) at risk due to their socio-economic or non-native background. A pre-post test design was used and the ‘Learning Motivation Test’, the ‘Junior Metacognitive Awareness Inventory’, and the ‘Self-Regulated Learning Interview Schedule’ were applied. Quantitative and qualitative analyses were used to explore the impact of the intervention. In line with prior research the present study demonstrate the effectiveness of student tutoring. More specifically, the study demonstrates the positive effect on primary school children’s learning motivation and use of generic learning strategies. Moreover, the study also indicates that student tutoring in the presence of the classroom teacher can also influence teachers’ everyday practice and approaches to learning primary school children to learn.}},
author = {{Vandevelde, Sabrina and Van Keer, Hilde}},
booktitle = {{European Association for Research of Learning and Instruction, Abstracts}},
keywords = {{primary education,self-regulated learning,tutoring}},
language = {{eng}},
location = {{Amsterdam, Nederland}},
title = {{Can tutors make a difference? Exploring the impact of student tutoring on fifth and sixth graders 'learning to learn'}},
year = {{2009}},
}