Purpose The researchers tested the effects of peer-delivered learn units on the acquisition of untaught written spelling responses for tutors, tutees and observers who demonstrated observational learning. This study aims to evaluate whether observational learning is sufficient for students to learn through peer tutoring. Design/methodology/approach Nine fifth-grade students who demonstrated observational learning participated in the study. The dependent measure was the number of correct spellings responses emitted by the tutors, tutees and observers. In Experiment I, we used pre- and post-intervention measures replicated across three groups to test the participants’ acquisition of five words. In Experiment II, the authors used a multiple probe design across groups of participants to test the participants’ acquisition of ten words while incorporating an observation form for the observers in attempt to shift the observational stimulus control from responses to the whole operant. Findings In Experiment I, all tutors and tutees acquired the correct spelling of five target words. All three observers acquired some of the target words. In Experiment II, the observers also recorded the correct spelling for each operant presented during the session. After the intervention, all tutors, tutees and observers acquired the correct spelling of all ten target words. Originality/value The findings of this paper extended on the findings of previous literature on peer tutoring and observational learning by suggesting that the demonstration of observational learning alone was not sufficient for students to benefit from group instruction as an observer. Teachers also need to focus on designing peer tutoring or group instruction to establish the correct observational stimulus control.
Sun et al. (2026) studied this question.