Evidence for Learning: Peer tutoring

While a large range of interventions can be classified as peer tutoring, there remains a lack of Australasian-based research that links these to academic outcomes. The few relevant studies have mainly examined attitudes and self-concepts or relate to university-level peer learning.

However, the systematic review and meta-analysis by Shenderovich, Thurston and Miller (2015), which includes Australian data, examined the effects of cross-age tutoring for kindergarten and primary students. Inclusion criteria for the studies included those with a randomised controlled trial (RCT) design and reliable measures of academic outcomes; interventions needed to last at least 12 weeks. Cross-age tutoring showed small significant effects for tutees on the composite measure of reading (g=0.18, 95 per cent CI: 0.08, 0.27, N=8251), decoding skills (g=0.29, 95 per cent CI: 0.13, 0.44, N=7081), and reading comprehension (g=0.11, 95 per cent CI: 0.01, 0.21, N=6945). No significant effects were detected for other reading sub-skills or for mathematics. The authors note that study limitations, lack of cost information, heterogeneity of effects, and the relatively small number of studies that have used an RCT design means that the evidence base is not as strong as it could be.

The thesis by Acosta (2012) cites Australian data from a 2000 paper that presented findings from an RCT of structured and unstructured peer-to-peer learning. The Brisbane-based study found a significant difference, post-intervention, between the comprehension scores of intervention and control groups. More generally, the systematic review found peer learning to have a positive effect on academic achievement. However, a large variability in the results was found between zero difference in academic achievement and a positive effect on academic achievement.

Fenwick and Cooper (2012) examined the ideas and practices of teachers in three Victorian primary schools situated in low socio-economic contexts with respect to standards-based curriculum reform in Australia. While the article discussed peer teaching as a strategy that can enhance teaching practice, it made no links between academic achievement and the implementation of the strategy.

Willis, Bland, Manka and Craft (2012) examined the perceptions of secondary students involved in cross-age tutoring. The authors gathered student perspectives and analysed these thematically. They observed changes in students’ social relationships, problem-solving skills, and engagement with literacy, but change in academic achievement as a result of the intervention was not measured.