Date of Award

2002

Degree Type

Thesis

Degree Name

Master of Science in Education (MSEd)

Department

Education and Human Development

Abstract

This study was designed to see if positive self-concept benefits could be gained in a peer tutoring setting by either or both the tutor and the tutee.

The subjects consisted of 14, third and fifth grade students from a rural elementary school in Western New York. The students were given pre and post tests of the Piers-Harris Children's Self-Concept Scale to assess their overall self-concept. Students meet for ten weeks in their tutor/tutee pairs. Data were also collected from journal entries and interviews. The experimental study was analyzed using quantitative methods.

Results from the t test indicated that there were no statistically significant mean score differences between pre and posttests of the self-concept scale. However, observations made through journal entries and interviews showed some gains in self-concept.

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