Cross-Age Tutoring: Its Effects on High Performing Students and Students At-risk with Learning Disability in Mathematics

Abstract

This study aimed to determine the effects of cross-age tutoring on high performing students and students at-risk with learning disabilities in Mathematics in Tinago National High School, Naga City, Philippines, S/Y 2012-2013. Specifically, it sought to answer the following questions: (1) Are there significant differences between the control and experimental groups along cognitive (Scholastic Performance in Math & Scores in Math quarterly tests) and non-cognitive factors (Attitude towards Math & Academic Self-concept? (2) Is there a significant correlation between the cognitive and non-cognitive factors? This study used both experimental and descriptive-correlation method, involving two groups of students, the control and experimental groups. These groups were composed of both fourth year high performing students and grade 7 students at-risk with LD in Mathematics. Cross-age tutoring was implemented in the experimental group wherein fourth year high performing students tutored grade 7 students at-risk with LD in Mathematics. While, the control group went through their lessons without any involvement in cross-age tutoring or any other similar program. The study reveals that compared to students in the control group, students in the experimental groups shows higher increase both in cognitive and non-cognitive factors. The significant differences posted between the control and experimental groups of both high performing students and at-risk students are sufficient evidence to show that cross-age tutoring is an effective intervention to improve the cognitive and non-cognitive factors of involved students. Generally speaking, no significant relationships were found between cognitive and non-cognitive factors both in the control and experimental groups of either high performing students or at-risk students.This could be attributed to the homogeniety of the group. However, despite range restriction, the slight to substantial although not significant relationships posted between the considered factors can be considered as encouraging results that deserve to be examined in the future.



Author Information
Michel Basister, University of Nueva Caceres, Philippines

Paper Information
Conference: ACE2013
Stream: Education

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