Keywords
Self-efficacy
Educational innovations
Rural education
Teaching methods
How to Cite
Abstract
Students in rural schools show more difficulties in their social and individual development when compared to urban student, and educational innovations tend to be effective strategies to overcome these challenges. This article explores the results of implementing an innovative version of peer-tutoring, which is defined by five differentiating components that seeks individual student development and their school. Using a sample of 530 students and a multilevel model, this article estimates the relationship between the frequency of implementation of the components of the tutoring strategy and the academic self-efficacy, at student and school levels. Findings show that there is a positive and significant relationship between the frequency to which students implement tutoring and the academic self-efficacy they show at the end of the implementation, when controlling for sex, age, and schools’ base level academic self-efficacy. At the school level, findings suggest a significative relationship between average academic self-efficacy and the general practice of this peer tutoring strategy. The article further discusses implications of this peer-tutoring strategy for students’ self-efficacy and the effectiveness of educational innovations to affect students’ development.
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