The Effect of Peer Tutoring on the Narrative Composition Skills of Remedial Level English Students

School Name

Chapin High School

Grade Level

11th Grade

Presentation Topic

Psychology and Sociology

Presentation Type

Non-Mentored

Oral Presentation Award

1st Place

Abstract

Peer tutoring is an instructional approach through which students are able to enhance their skills in an individualized environment (Holt, B, 2012). In a recent study that aimed to make classrooms more aware of diverse learning styles, peer tutoring programs were implemented throughout twelve schools. Following fifteen weeks of intervention, it was found that students of various “learner types” were able to demonstrate higher scores on a Comprehensive Reading test in comparison to the control group. This research answers the question of whether or not peer tutoring has an effect on the narrative essay composition skills of remedial level English students. Due to the fact that a 2011 State of College Admission Report found that a number of universities considered the college application essay to be of moderate or considerable importance, narrative comprehension and writing abilities were developed as a way to prepare the students for college writing (Clindedinst, Hurley, & Hawkins, 2011). Over the course of three weeks, six students from and English III College prep classroom at Chapin High met in a controlled environment. They were able to analyze three student model narratives in order to gain an understanding of the essays’ structure and purpose. Eventually, they composed their own narrative after learning how to utilize the devices at work within each of the model essays. The comparison of narrative pre and post tests revealed a 0.0516 p-value, and an essay score average of 11.17 out of 25 compared to 6.25 out of 25 from the control group.

Location

Wall 308

Start Date

3-25-2017 10:45 AM

Presentation Format

Oral and Written

Group Project

No

COinS
 
Mar 25th, 10:45 AM

The Effect of Peer Tutoring on the Narrative Composition Skills of Remedial Level English Students

Wall 308

Peer tutoring is an instructional approach through which students are able to enhance their skills in an individualized environment (Holt, B, 2012). In a recent study that aimed to make classrooms more aware of diverse learning styles, peer tutoring programs were implemented throughout twelve schools. Following fifteen weeks of intervention, it was found that students of various “learner types” were able to demonstrate higher scores on a Comprehensive Reading test in comparison to the control group. This research answers the question of whether or not peer tutoring has an effect on the narrative essay composition skills of remedial level English students. Due to the fact that a 2011 State of College Admission Report found that a number of universities considered the college application essay to be of moderate or considerable importance, narrative comprehension and writing abilities were developed as a way to prepare the students for college writing (Clindedinst, Hurley, & Hawkins, 2011). Over the course of three weeks, six students from and English III College prep classroom at Chapin High met in a controlled environment. They were able to analyze three student model narratives in order to gain an understanding of the essays’ structure and purpose. Eventually, they composed their own narrative after learning how to utilize the devices at work within each of the model essays. The comparison of narrative pre and post tests revealed a 0.0516 p-value, and an essay score average of 11.17 out of 25 compared to 6.25 out of 25 from the control group.