The effects of tutoring first, second, and third grade tutees on the academic achievement, academic potential, and self-concepts of the seventh-grade tutors

The problem which has been the basis of this study is, "Does tutoring first, second, and third grade tutees affect the academic achievement, academic potential, and self-concept of the seventh-grade student tutors?" While tutorial programs are widespread and have many rationales for their inception, experimental research is almost non-existent in this field, especially in using elementary students as tutors.
Tutoring first, second, and third grade tutees did appear to affect in a positive manner the gain scores of the Paragraph Meaning Test, Spelling Test, Language Test, Social Studies Test, Science Test, Self-Rejection Subscale (apparently indicating a higher self-esteem), Parental Approval Subscale, Rejection by Authority Subscale (apparently indicating the impression that tutors think authority-figures hold them in higher esteem), and the Social Acceptance Subscale. Tutoring seemed to affect negatively the tutors’ gain scores on the Word Meaning Test. Tutoring did not appear to affect the gain scores on the three arithmetic tests and the Verbal, Quantitative, and Total gain scores of the Kuhlmann-Anderson Test of Academic Potential.