Student Feedback and Perceptions of Cross-age Tutoring

• In Event: The Efficacy of Sound Partners when Implemented by Elementary Tutors: Academic Outcomes and Student Perceptions

Abstract

This session presents two related studies exploring the effects of cross-age tutoring from the perspective of upper elementary cross-age tutors.

Study #1: Tutors’ Perceptions of Cross-Age Tutoring
The first study focuses on the perceptions of upper-elementary tutors who delivered the Sound Partners reading intervention. Data was collected through 18 focus groups with 33 student tutors, assessing their perceptions of the tutoring experience. Tutors consistently reported that they observed visible academic growth in their tutees, noting that the most rewarding aspect was seeing their tutees improve in reading skills. Additionally, tutors felt that tutoring enhanced their own academic confidence and developed their communication skills. Key themes from these focus groups include the tutors' sense of responsibility and growth, with many participants mentioning how tutoring helped them build self-confidence (16 out of 18 groups). However, barriers were also noted, such as challenges in managing time, maintaining motivation, and dealing with distractions in tutoring settings.

Study #2: Types and Frequency of Feedback Provided by Tutors
The second study investigates the feedback provided by upper-elementary tutors during literacy sessions with younger students. Data were collected across two timepoints from 58 transcripts of tutoring sessions, where tutors delivered feedback categorized as academic (lesson-related) and behavioral (related to the student tutee’s actions). Analysis revealed 859 instances of feedback across 1,043.4 minutes of instruction. There were more instances of academic feedback (750 total) than behavioral feedback (109 total). Tutors provided a combination of praise, corrective feedback, and positive reinforcement, with a focus on both encouraging progress and guiding students through errors. The frequency of both academic and behavioral feedback decreased between timepoint one and two, indicating that effects from the feedback training did not sustain over time.

Discussion
Both studies reinforce the benefits of cross-age tutoring for both tutors and tutees. Tutors gain greater confidence and improved communication skills, while tutees benefit from personalized attention and increased academic engagement. However, barriers such as time constraints and maintaining student motivation were identified, suggesting areas for improvement in the program's design. The second study also indicates that the type and frequency of feedback provided by tutors play a key role in the success of tutoring sessions.

Conclusions and Future Research
The studies present cross-age tutoring as a valuable educational tool, fostering both academic and personal growth for tutors while supporting the literacy development of younger students. Future research may explore the barriers identified in these studies and explore the impact of specific feedback types on student outcomes. These findings contribute to the growing body of research on peer tutoring and offer insights for improving tutoring programs in K–12 education.

Author

• Emily Mauer, University of Texas at Austin