Tutoring is a type of instruction that involves one teacher (adult) per student. Although numerous prior studies have shown that tutoring can be more effective than traditional teaching in some aspects (Bloom, 1984; Cohen, Kulik, & Kulik, 1982), the use of tutoring in schools is a rarely utilized resource, likely due to the costs involved for institutions. But, could children tutor each other?
Our project, therefore, focuses on studying peer tutoring processes. We investigate how this type of instruction influences various learning processes, from both the perspective of the learner and the tutor.
Our goal is to understand how peer tutoring is generated and how it impacts the learning of both tutors and learners—specifically, how teaching relates to the learning experiences of children.