Improving computer skills of socially disadvantaged adolescents: Same-age versus cross-age tutoring

In a voluntary tutor-based training program, socially disadvantaged adolescents acquired basic computer skills. Two training groups were compared: one group was instructed by adolescents, the other by adults. Both groups achieved comparable results in a final test. The tuteesʹ learning results did not differ with respect to their initial knowledge, gender, school type, or socio-economic status, nor did these factors interact with the training group. We identified a significant interaction between the tuteesʹ immigration status and training group. These results are interpreted on the basis of (1) the tuteesʹ attitudes towards adolescent and adult teachers, and (2) the instructional styles of adolescent and adult tutors. Finally, the adolescentsʹ self-esteem increased throughout the program.