Action Research Utilizing Peer Tutoring in a Musicological Unit of Study with a Related Assessment of Student Values and Achievement

UNCP Author/Contributor (non-UNCP co-authors, if there are any, appear on document)
Regina Denise Anderson Bloomer (Creator)
The University of North Carolina at Pembroke (UNCP )
Web Site:
Janita Byars

Abstract: This study examines the values and beliefs of undergraduate students enrolled in a course in the music history sequence at The University of North Carolina at Pembroke regarding the teaching method, peer tutoring. To begin the process, the writer develops and administers a pretest on teaching methods and women troubadours. The writer also reviews related literature and provides an overview for the reader concerning the benefits, understanding, and application of the teaching method, peer tutoring. An educational unit on teaching methods and women troubadours is then presented to a group of twelve students. Students are assigned the task of becoming peer tutors and developing an educational presentation on a selected topic which relates to the understanding of women troubadours. Through direct observation, interaction, and interviews, the writer discusses the processes that take place during the peer tutoring assignment. Posttests are given to the study group to obtain changes in beliefs, values, and knowledge. Results demonstrate students' beliefs that peer tutoring gave them a comprehensive understanding of the topic, the peer tutoring was a valuable experience, and that peer tutoring enabled students to practice skills applicable to teaching. Appendices include pretest and posttest results and presentation educational handouts.

Additional Information

Language: English
Date: 2006
Peer Tutoring, Music History, Women Troubadours,

Email this document to