Cross-aged peer learning in primary science lessons a comparison of tutees’ and tutors’ opinions

Abstract

The study investigated the experience of a cross-aged peer-tutoring program with a fourth-grade class (N=31) and the sixth-grade students who tutored them (N=12). During the program, older students conduct and discuss scientific experiments with younger students. The activities are aimed at increasing students’ interest in science, improving their knowledge, and developing their social and communication skills. In addition, students are introduced to a form of tutor-led learning, where the learning process is guided by pre-trained tutors. The program lasted six months, spread evenly over the environmental education lessons. The experiments were led by 6 tutors in 6 permanent pairs, with the fourth graders conducting 3 experiments at a time in groups of 4-5. Our questionnaire survey used open and closed questions to assess students’ impressions of the program. Both fourth and sixth graders liked the program, but fourth graders liked it significantly more. Fourth graders identified learning and knowledge acquisition as the goal of the program, while sixth graders identified learning and knowledge of nature as the goal. Both age groups mentioned learning and knowledge acquisition as the benefits of the program. Responses to the closed questions also confirm that both tutee and tutor students felt that the program had a didactic rather than a social impact. Fourth graders felt that they had improved in experimentation and social learning, while sixth graders also improved in experimentation and scientific knowledge. Vocal disturbances and behavioural problems were negative aspects in both age groups. Our results suggest that the program works and provides a good starting point for testing its effectiveness in further schools through pre- and post-testing.