Same‐year Paired Peer Tutoring with First Year Undergraduates

Evidence-based peer-tutoring program to improve students’ performance at the university

“…In sum, these results confirm the effectiveness of the PTP 3.0 to increase the academic performance among freshmen, demonstrating a higher impact compared to previous editions Fernández et al 2010, and even other similar programs developed over the last two decades (e.g. Chaney 2010; Colver and Fry 2016; Griffin and Griffin 1997;Lake 1999;Nestel and Kidd 2003;Topping et al 1996;Xu et al 2001). Although some program changes, like starting the tutoring sessions at the beginning of the fall semester and continuing them throughout the whole academic year, aligning and summarizing to a greater extent the tutoring sessions contents to the participating degree programs, and increasing the student-tutors training time on case analysis, appear to be responsible for the significant results accomplished, those are pending to be confirmed by further (qualitative) evaluations.…”

“…Sobral 2002); and (c) static-group, with a effect size that ranges between .02 and .88 in GPA or students' performance in different subjects o courses, between .38 and .58 in credits earned, and .10 in students' retention (e.g. Chaney 2010; Colver and Fry 2016;Cooper 2010;Hendriksen et al 2005;Higgins 2004;Munley, Garvey, and McConnell 2010;Reinheimer and McKenzie 2011;Topping et al 1996;Xu et al 2001). And third, the quality of the scientific evidence that allows to establish causal relationships between participation in these programs and the improvement of adjustment and adaptation of students to university life is relatively moderate, due to limitations in the size of the samples or the intergroup comparability (e.g.…”

The Effects of Peer Tutoring on Undergraduate Students' Final Examination Scores in Mathematics

“…Cur rent literature examining the benefits of tutoring at the postsecondary level indicates that the need for college tutoring is rising (Hock, Deshler & Schumaker, 1999;Houston & Lazenbatt, 1996;MacDonald, 1993;Topping & Watson, 1996). A number of factors have been suggested as contributing to this increase, including the ever-increasing number of academically underprepared Effect ofPeer Tutoring on Final Score 23 students entering college, higher expectations for incoming students, and changing characteristics of the postsecondary institution.…”

The effectiveness of peer tutoring in further and higher education: A typology and review of the literature

“…In the UK, all 45 students in a year-long undergraduate calculus class were involved in same-year dyadic peer tutoring (Topping, Watson, Jarvis and Hill 1996), the 12 one-hour peer sessions substituting for traditional lectures. Degree examination results in calculus were significantly better for the experimental group than for the previous (comparison) year, especially for students who were not maths majors, but the year cohorts were non-equivalent in some respects.…”