Both the tutor and the
tutee scored high in their tests by the end of the study period.
A study conducted by Michael Madaio, Amy Ogan, and me indicates that in situations where the tutor and
tutee are not close, this kind of hedging results in the
tutee trying to solve more problems and actually learning more.
QtA involves an open mind of the
tutee to raise questions in which vagueness exists pertaining to what an author had written.
(2004) findings, which found the largest academic gains were observed with the tutors or students switching roles between tutor and
tutee, the current review found medium/effective academic gains regardless of the role students were assigned, including tutor,
tutee, or for students alternating between roles.
As one
tutee commented, "What really influenced me to do this program was my commuting status.
In the beginning, I felt it was difficult to get along with her (
tutee), but I tried to care about her and talked something other than school works.
Do you facebook?" Comments from the New Zealand tutors often included praise for what their
tutees said and personal information in response to the content: "wow only one mistake good work keep at it do you have a facebook?" "That was really good i like Rihanna to i like the song only girl;" "Great work my best friends are Ella, Gabrielle, Savanna, Amber, Talia, Cecilia;" and "My school has lots of nature too.
In addition, peer tutoring has been explored for its benefits for both
tutees and tutors.
Chapter 5, "Roles," reveals that, despite writing center lore, tutors do not restrict themselves to nondirective interactions with
tutees. Rather, ten roles emerge from the data: (non-)direct, (non-) confrontational, taking charge, active/passive, (non-)authoritarian, "gendered" approach, power, resistance, teacher/peer, and (in)sincerity.
The researcher asked each
tutee to read the same passage that the tutors had just learned.
One student wrote, "While I hope that the Job Corps students I tutored learned from me, I also learned a great deal from them." One student described an important experience with his
tutee. He wrote:
The personal bond between tutor and
tutee gives the collaboration an unconstrained and relaxed character.