Learning style and its relationship with peer tutoring
Abstract
The objectives of this work are: to diagnose the Learning Style (LS) of the students of compulsory secondary education (ESO), to know their perception of the peer tutoring and to analyze the relationship between the students’ LS and peer tutoring. The empirical study was conducted with students from all courses of the ESO in 6 school centers in Spain. Data collection was performed using two instruments: the CHAEA and a questionnaire designed by the team of research on peer tutor. In the results it is found that the students´LS is predominantly reflective, students consider the figure of the peer tutor right for learning, and the largest significant differences were found between the active Style and peer tutor.Downloads
References
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