Cross-age learning in primary and junior grades and the self-concept.

Abstract

This study explored the effects on self-concept of a Cross Age Learning Program (CALP) where students in grades four to six taught mathematics to students in grades one to three. All 27 participating students were judged, by their teachers, to be having difficulty in mathematics but were capable of achieving in a regular environment. These children were divided into four groups, Older Learning Partners (OLPs), Younger Learning Partners (YLPs), Older Non Learning Partners (ONLPs), and Younger Non Learning Partners (YNLPs). The OLPs and the nPs participated in learning sessions where each OLP was trained and then taught basic math to a YLP for approximately four months. The ONLPs and the YNLPs did not participate in the program. A self-concept measure, the Self Description Questionnaire-I (SDQ-I, Marsh, 1990) was administered three times to all students: before the program began, four and a half weeks into the learning sessions and then four weeks after that. The scale scores were compared for the two older groups (OLPs and ONLPs), the two younger groups (YLPs and YNLPs) and for the Learning Partners versus the Non Learning Partners (LPs and NLPs). (Abstract shortened by UMI.)