ABSTRACT
BACKGROUND/AIMS: Peer tutoring may advance learning experiences and academic performances of students. Moreover, it seems to be an effective strategy to develop new skills. This study aimed to explore the effects of peer tutoring on the competencies of first-year students (tutees) and final-year students (tutors) of a master program in speech-language pathology. METHODS: Questionnaires were used to investigate the motivation, expectations, learning success, and competencies of 69 tutees and 32 tutors regarding a peer-tutoring project to optimize the speech sound proficiency skills of the tutees. Their answers were statistically compared with those of a control group of students who did not participate in the peer-tutoring project. RESULTS: Tutees reported a significantly higher learning success compared to the control group, although their motivation and expectations were comparable at the start. The tutors, however, reported little motivation at the start and no improvement at the end of the project. CONCLUSION: Based on the positive effects reported by the tutees, this peer-tutoring program will be integrated in the speech-language training curriculum to improve the speech sound proficiency of first-year students. Nevertheless, adjustments will be needed to decrease the resistance in the final-year tutors. Further research may evaluate the effect of incorporated adjustments on this resistance.
