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Family and Consumer Sciences Research Journal
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Peer Tutoring Inservice Program: Effects On Home Economics Teachers' Knowledge And Attitudes

Susan B. Asselin

Division of Vocational and Technical Education, Virginia Polytechnic Institute and State University, Blacksburg, VA 24061

This study investigated the effects of a peer tutoring inservice program on home economics teachers' knowledge of procedures for using peer tutors, and attitudes toward integrating the handicapped student into the regular classroom. Forty-two home economics teachers selected one of the two inservice sessions scheduled during the state vocational conference. Using separate samples in a pretest-posttest design, 28 teachers in one session were tested prior to the peer tutoring service and served as the control. Fourteen teachers in the second session were tested subsequent to the inservice session and served as the experimental group. Control and experimental group knowledge test and attitude survey means were compared using an analysis of variance. The variables of: a) utilization of tutors, b) experience teaching handicapped students, c) college credit in special education, and d) inservice in special education were examined in the analysis of variance with knowledge test and attitude survey means. The inservice program was effective in significantly increasing knowledge; however, attitudes toward integrating the handicapped student in the regular classroom remained unchanged. The variables of experience and education had no effect on teachers' knowledge or attitudes.

Family and Consumer Sciences Research Journal, Vol. 11, No. 4, 352-358 (1983)
DOI: 10.1177/1077727X8301100405
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