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A review of the literature related to tutor training revealed repeated requests for more research on the need for and effects of training adult peer tutors.The literature review also provided insights into the reasons for the dearth of comprehensive investigations on adult tutors in post-secondary institutions.The scoring of the instrument was based on the tutor coordinator’s biases as to the “most desired” responses, and the scores tutors received were reported as a measure of their competence as tutors.
4) What are the relationships between the tutors’ abilities to identify an appropriate course of action and their abilities to construct an appropriate course of action?
Each of the first three research questions was expanded as hypotheses were developed for them.
2) Does tutoring experience affect a tutor’s ability to identify an appropriate course of action with a student?
3) What other factors contribute to a tutor’s ability to identify an appropriate course of action with a student?
Learning Support Centers in Higher Education » Resources » Articles, Presentations, Reviews, & Research » Dissertations & Theses » Sheets, R. (1994) The effects of training and experience on adult peer tutors in community colleges.
» Summary, Conclusions and Recommendations This chapter will provide a summary of the purpose, methodology, and results of this study.
Stated reasons for the lack of research by those working with tutoring programs included the lack of: 1) funding, 2) theoretical foundations, 3) training and expertise in research design or methods, 4) time, and 5) rewards for research.
Several of the studies reviewed identified a lack of adequate sample size and control over variables as reasons for confounded study results.
At the beginning of the following semester, the next group of tutors was given the instrument as a pre-test before any training was provided.
Training was the only variable investigated, and thus, training was credited with the difference in scores.