The Effectiveness of Peer Tutoring on Student Achievement at the University Level

Munley, Vincent G.; Garvey, Eoghan; McConnell, Michael J.

doi:10.1257/aer.100.2.277

Cited by 24 publications

(13 citation statements)

References 4 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Munley et al (2010) found increased grades among Lehigh University students who attended peer tutoring. Dawson et al (2014) reviewed 29 studies of supplemental instruction, a type of peer-led group study.…”

Section: Introductionmentioning

confidence: 90%

“…Of the 7 quantitative studies reviewed, all found that participating students had higher grades. Like Munley et al (2010), most of the included studies were observational and accounted for self-selection by modeling tutoring participation. These studies therefore require correct specification of the selection equation to produce unbiased estimates of the effect of tutoring, but none have random variation in tutoring exposure available to use as an exclusion restriction.…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Nudging study habits: A field experiment on peer tutoring in higher education

Pugatch

Wilson

2018

Economics of Education Review

View full text Add to dashboard Cite

Standard-Nutzungsbedingungen:Die Dokumente auf EconStor dürfen zu eigenen wissenschaftlichen Zwecken und zum Privatgebrauch gespeichert und kopiert werden.Sie dürfen die Dokumente nicht für öffentliche oder kommerzielle Zwecke vervielfältigen, öffentlich ausstellen, öffentlich zugänglich machen, vertreiben oder anderweitig nutzen.Sofern die Verfasser die Dokumente unter Open-Content-Lizenzen (insbesondere CC-Lizenzen) zur Verfügung gestellt haben sollten, gelten abweichend von diesen Nutzungsbedingungen die in der dort genannten Lizenz gewährten Nutzungsrechte. Terms of use: Documents in EconStor may May 2017Abstract More than two of every five students who enrolled in college in 2007 failed to graduate by 2013. Peer tutoring services offer one approach toward improving learning outcomes in higher education. We conducted a randomized controlled experiment designed to increase take-up of university tutoring services. Brief, one-time messages increased tutoring take-up by 7 percentage points, or 23% of the control group mean. Attendance at multiple tutoring sessions increased by nearly the same amount, suggesting substantial changes in study habits in response to a simple and inexpensive intervention. We find little evidence of advertising-induced tutoring on learning outcomes.JEL Classification: D83, I23.

show abstract

Section: Introductionmentioning

confidence: 90%

Section: Introductionmentioning

confidence: 99%

Nudging study habits: A field experiment on peer tutoring in higher education

Pugatch

Wilson

2018

Economics of Education Review

View full text Add to dashboard Cite

show abstract

“…This agreed with a previous study at Lehigh University showing that females were overrepresented in choosing to receive tutoring 17 . The majority of students visiting ACE are not Hispanic or Latino, representing 89% of the population.…”

Section: A Demographicssupporting

confidence: 92%

“…for a particular class without a control cannot provide any evidence for the effect of tutoring. Previous attempts to control for other factors have included using a student's demographic and academic history, including high school rank, SAT score, gender, and GPA, among other factors 17 . For the purposes of this paper, the student's cumulative GPA was used as a benchmark for that student's expected grade performance for a particular class.…”

Section: Effect Of Tutoring On Academic Performancementioning

confidence: 99%

Utilization of an Engineering Peer Tutoring Center for Undergraduate Students

Pelleg¹,

Imhoff²,

Ayers³

et al.

2016 ASEE Annual Conference &Amp; Exposition Proceedings

View full text Add to dashboard Cite

This research paper reports on the development of an engineering-based peer tutoring center and the impact of the center on undergraduate engineering students. In three years, the Academic Center for Engineers peer tutoring center has grown from employing 4 peer tutors and providing tutoring for 3 courses, to employing more than twenty tutors providing tutoring for more than twenty courses. Tutors services are offered to students on a walk-in basis for courses with at least 60 students enrolled and by appointment for smaller courses or courses that generate less tutoring interest. Tutors are trained in the use of evidence-based tutoring techniques, such as the Socratic Method.In order to quantify the usage and impact of the tutoring center, data was collected through two methods. First, student visit data was recorded using a digital card swipe system that then populates a database with the visit specifics as well as connecting with the College of Engineering's main database containing student demographics and academic performance. Second, data was gathered using surveys administered to students receiving tutoring, as well as surveys administered to the peer tutors.The data collected was analyzed to determine how the center was being utilized. The population of students utilizing tutoring services through the engineering tutoring center was compared with the general College of Engineering student population. Additionally, student and tutor survey results showed that both students and tutors believed that the students' understanding of course material was stronger after a tutoring session. Initial analyses show that students who attend tutoring perform slightly better than students who do not attend tutoring in a specific course, but future work will focus on fully understanding the effect of tutoring on a student's grade point average and retention.

show abstract

“…No âmbito da assistência aos universitários, uma ação que merece destaque é o "programa de tutoria por pares", o qual vem ganhando crescente espaço em diversos países (Eby, Rhodes, & Allen, 2007). Tal modelo é tradicionalmente reconhecido em universidades da Austrália, Canadá, Estados Unidos e Inglaterra, além de universidades portuguesas (Faria, Coelho, Oliveira, Lucas, & Soares, 2014), italianas (Pedicchiio & Fontana, 2000;Munley, Garvey, & McConnell, 2010), belgas (De Smet, Van Keer, & Valcke, 2009), dinamarquesas (Lueg & Lueg, 2014), norueguesas (Qureshi, & Stormyhr, 2012), do Sul da África (Underhill & McDonald, 2010) e universidades da América Latina, como uruguaias (Collazo, Hernández, & Seoane, 2014) e colombianas (Cardozo-Ortiz, 2011). Contudo no Brasil, os estudos ainda são incipientes.…”

unclassified

Programa de tutoria por pares no ensino superior: Estudo de caso

Estevam

Basilio

Sticca

et al. 2018

RBOP

View full text Add to dashboard Cite

ResumoA literatura aponta que o período de transição entre o ensino médio e o ensino superior tem gerado dificuldades de adaptação dos universitários. Os programas de tutoria por pares vêm ganhando espaço em diversos países devido aos bons resultados constatados após a sua aplicação no bem-estar e processo de adaptação dos universitários recémingressos. O presente estudo tem como objetivo apresentar um programa de tutoria por pares no ensino superior. Participaram deste estudo 18 estudantes universitários, sendo que 9 exerceram o papel de tutor e 9 de tutorando. Os participantes avaliaram positivamente o programa, para os tutores atendeu suas demandas iniciais ao fornecer informações em relação à universidade e ao curso, gestão de tempo e métodos de estudo, para os tutores possibilitou o contato com a prática. Palavras-chave: Tutoria entre pares, ensino superior, estudantes universitários, programas educacionais Abstract: Peer tutoring program in higher education: A case studyThe literature shows that the transition period between high school and higher education has generated difficulties in adapting university students. Peer tutoring programs have been gaining ground in several countries due to the good results found to the well-being and adaptation process of newcomers. The present study aims to present a peer tutoring program in higher education. A total of 18 college students participated in this study, 9 of which were tutor and 9 tutoring students. Participants positively evaluated the program, for tutors met their initial demands by providing information regarding university and course, time management and study methods, to the tutors made it possible to contact with the practice. Resumen: Programa de tutoría por pares en la enseñanza superior: Estudio de casoLa literatura apunta que el período de transición entre la enseñanza media y la enseñanza superior ha generado dificultades de adaptación de los universitarios. Los programas de tutoría por pares vienen ganando espacio en diversos países debido a los buenos resultados constatados después de su aplicación en el bienestar y proceso de adaptación de los universitarios recién ingresados. El presente estudio tiene como objetivo presentar un programa de tutoría por pares en la enseñanza superior. Participaron de este estudio 18 estudiantes universitarios, siendo que 9 ejercieron el papel de tutor y 9 de tutorando. Los participantes evaluaron positivamente el programa, para los tutores atendió sus demandas iniciales al proporcionar informaciones en relación a la universidad y al curso, gestión de tiempo y métodos de estudio, para los tutores posibilitó el contacto con la práctica.

show abstract

The Effectiveness of Peer Tutoring on Student Achievement at the University Level

Cited by 24 publications

References 4 publications

Nudging study habits: A field experiment on peer tutoring in higher education

Nudging study habits: A field experiment on peer tutoring in higher education

Utilization of an Engineering Peer Tutoring Center for Undergraduate Students

Programa de tutoria por pares no ensino superior: Estudo de caso

Contact Info

Product

Resources

About