Date of Award:

5-1985

Document Type:

Thesis

Degree Name:

Master of Science (MS)

Department:

Psychology

Advisor/Chair:

Glendon Casto

Abstract

Tutoring has been used as an instructional method for many years. Reviewers have made narrative conclusions that tutoring has many academic, social, and emotional benefits for the tutor and tutee.

This study applied meta-analysis techniques to studies in which learning disabled, behaviorally disordered, or intellectually handicapped elementary and secondary school students were sed to tutor academic content material to handicapped tutees. It was found that the experimental subjects made greater gains on the academic material than the control groups. Gains on social/emotional measures were minimal. Various research design and tutoring intervention characteristics were examined for their influence on tutor and tutee performance.

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Psychology Commons

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