A Meta-Analysis of Supplemental Educational Services (SES) Provider Effects on Student Achievement

Chappell, Shanan

doi:10.1080/10824669.2011.554140

Cited by 17 publications

(10 citation statements)

References 8 publications

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“…A meta-analysis of out-of-school-time tutoring programs indicated that those agencies offering online mathematics tutoring had a larger effect size than agencies offering only face-to-face mathematics services (Chappell et al, 2011). A study by Beal et al (2007) revealed that students showed significant improvement on mathematics problems after receiving online, interactive tutoring.…”

Section: Online Tutoringmentioning

confidence: 99%

“…Tutoring services may be presented in a variety of formats and serve an array of purposes, though the overall goal of tutoring is generally to improve student achievement. The body of research on tutoring services is extensive and reported results of tutoring vary widely (Chappell et al, 2011). Research findings about the effectiveness of tutoring for improving mathematics performance have been similarly inconsistent (Bray, 2011;Huang, 2013;Rothman & Henderson, 2011).…”

Section: Literature Review Mathematics Tutoringmentioning

confidence: 99%

“…However, other researchers have concluded that not enough is known about the effect of tutoring on mathematics scores (Ritter, Barnett, Denny, & Albin, 2009;Baker, Rieg, & Clendaniel, 2006). Furthermore, some studies have found promising evidence to suggest that interactive online mathematics tutoring in particular may result in learning and achievement benefits for students (Beal, Walles, Arroyo, & Woolf, 2007;Chappell, Nunnery, Pribesh, & Hager, 2011;Nguyen & Kulm, 2005), but less is known about how these programs function as Tier 3 interventions in contexts that carefully structure Tier 1 and 2 supports. This study explores how online mathematics tutoring impacted student achievement outcomes and perceptions in the context of a wider reform that provided primary and secondary supports, and functioned to augment that effort as a tertiary intervention.…”

Section: Introductionmentioning

confidence: 99%

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An Examination of an Online Tutoring Program’s Impact on Low-Achieving Middle School Students’ Mathematics Achievement

Chappell

Arnold

Nunnery

et al. 2015

OLJ

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The purpose of this mixed methods study was to determine the impact of synchronous online tutoring services on struggling middle school students' mathematics achievement. The online tutoring was provided as a response to intervention (RTI) Tier 3 support (intensive, individualized intervention) in schools implementing a school-wide mathematics program that addresses Tier 1 (high-quality classroom instruction) and Tier 2 (small group interventions). We employed quasi-experimental, within-and between-group designs to examine impacts for 119 students in two schools to measure the tutoring's impact on mathematics assessment scores. We also conducted qualitative analyses of student and tutor postsession commentary. The findings suggest that the tutoring contributed to statistically significant gains in student assessment scores postintervention. Online tutors' descriptions of their practice centered on ongoing progress monitoring of student learning, delivery of guided practice to students, the use of multiple explanations and representations of target concepts. Student perceptions of the online tutoring were predominately positive in nature.

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Section: Online Tutoringmentioning

confidence: 99%

Section: Literature Review Mathematics Tutoringmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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An Examination of an Online Tutoring Program’s Impact on Low-Achieving Middle School Students’ Mathematics Achievement

Chappell

Arnold

Nunnery

et al. 2015

OLJ

Self Cite

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“…Streber, Haag, and Götz () revealed that, in Germany, there was no difference in the effectiveness of tutoring provided by university students, trained teachers, or other individuals. In contrast, in the United States, tutoring centres that employed a higher percentage of trained teachers were shown to produce higher rates of student learning (Chappell, Nunnery, Pribesh, & Hager, ).…”

Section: Introductionmentioning

confidence: 99%

Assessing the instructional quality of private tutoring and its effects on student outcomes: Analyses from the German National Educational Panel Study

Guill

Lüdtke

Köller

2019

Brit J of Edu Psychol

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Background.A considerable proportion of secondary school students gets additional support from private tutoring lessons. Empirical findings on the effectiveness of private tutoring are inconclusive. The instructional quality of the tutoring lessons might influence their effectiveness.Aims. We analysed (1) whether students privately tutored in the subjects German or mathematics outperformed their non-tutored counterparts; (2) whether the instructional quality of the tutoring lessons can be described with the three dimensions, structure, challenge, and support; and (3) the effects of these quality dimensions on the students' academic achievement and their global satisfaction with their school and family situation.Sample. We used data from the German National Educational Panel Study (NEPS). From a total sample of N = 11,358 10th-grade secondary school students, subsamples provided information about tutoring quality in mathematics (n M = 1,714), German (n G = 148), and English (n E = 490).Methods. The model of three correlated dimensions of tutoring quality was evaluated with confirmatory factor analyses, and the effects on student outcomes were tested in a structural equation modelling framework.

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“…Considering the many factors that contribute to a child ' s self-appraisal and academic achievement, it is also essential to evaluate the relative effect of SES on a child ' s success in school. Previous research has shown that SES has a positive relationship with student achievement (58) . Contrary to these fi ndings, the current study found that students from the middle SES had higher academic achievement and SE than the higher SES sample.…”

Section: Discussionmentioning

confidence: 98%

The poverty puzzle: the surprising difference between wealthy and poor students for self-efficacy and academic achievement

Jurecska

Chang²,

Peterson³

et al. 2012

International Journal of Adolescent Medicine and Health

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This study explored the relationship between intellectual ability, socioeconomic status (SES), academic achievement and self-efficacy in a cross-cultural sample. Data from 90 students (63 students from Central America and 27 from the US) showed that regardless of culture or IQ, students from low SES families had significantly lower grade point averages than students from medium- or high-SES families. Unexpectedly, data showed that regardless of culture or IQ, students from high-SES families had the lowest self-efficacy, but the highest academic performance. Results suggest that self-efficacy is likely to be related to expectations and self-perception beyond IQ or culture.

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A Meta-Analysis of Supplemental Educational Services (SES) Provider Effects on Student Achievement

Cited by 17 publications

References 8 publications

An Examination of an Online Tutoring Program’s Impact on Low-Achieving Middle School Students’ Mathematics Achievement

An Examination of an Online Tutoring Program’s Impact on Low-Achieving Middle School Students’ Mathematics Achievement

Assessing the instructional quality of private tutoring and its effects on student outcomes: Analyses from the German National Educational Panel Study

The poverty puzzle: the surprising difference between wealthy and poor students for self-efficacy and academic achievement

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