Educational Outcomes of Tutoring: A Meta-analysis of Findings Reviewed and Presented by Sjerrie Colburn and Dorsetta Williams
Overview • 65 independent evaluations of school tutoring programs • Need for more precise statements about the size of the learning gains or conditions under which positive effects are more likely • Original studies only included findings on math teachings and achievement
Questions • How effective does the typical study say that tutoring is? • Are certain types of tutoring programs unusually effective? • Is tutoring especially effective for certain types of educational outcomes? • What sorts of studies demonstrate the effects of tutoring most clearly?
Guidelines • Take place in actual elementary or secondary classrooms. • Report on quantitatively measured outcomes in both the tutored and non-tutored group • Free from crippling flaws
Independent Variables • Types of tutoring programs
– structured/unstructured, cross-aged or not, supplemental/substituted classroom instruction, tutors trained or not
• Experimental design of the studies
– random/non-random selection, same teacher for experimental/control group, standardized tests
• Course setting
– program duration, tutor class level, tutee class level, subject, tutee ability level, skill level tested
• Publication features – manner and year
Dependent Variables • student achievement as measured on examinations • favorability of student attitudes toward the subject matter • favorability of student self-concept
Analysis • Effect size – difference between the means of two groups divided by the standard deviation of the control group
Conclusions – Tutored Students • Tutoring programs have positive effects on the academic performance and attitudes of those who receive tutoring. • Tutored students outperformed control students on examinations • Tutored students also developed positive attitudes toward the subject matter covered in the tutorial programs.
Conclusions - Tutors • Tutoring programs have positive effects on children who serve as tutors • Tutors gained a better understanding of and developed more positive attitudes toward the subject matter covered in the tutorial program. • Participation in tutoring programs had little or no effect on the self-esteem of tutors and tutees.
Discussion Questions • How would tutoring affect the overall student individual success ratio for your classroom? • Does tutoring have adverse effects on student behavior and/ or self-esteem? • What can we do to promote tutoring to help students without hindering their independent learning?
Reference • Cohen, P. A., Kulik, J. A., & Kulik, C. C. (1982). Educational Outcomes of Tutoring: A Metaanalysis of Findings. American Educational Research Journal, 19(2), 237-248. doi:10.3102/00028312019002237. • The online version of this article can be found at: http://aer.sagepub.com/content/19/2/237.