R&R Powerpoint

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.