Online Tutoring: Impact on Student Success
PROCEEDING
Erin Devers, Indiana Wesleyan University, United States ; Christopher Devers, Paul Miller, Johns Hopkins University, United States ; Alexandra Alayan, Colorado State University, United States ; John Robertson, Zachary Baquet, Johns Hopkins University, China ; Nina Tompkin, Harvard University, United States ; Shawnie Echeverry, Shayla Heavner, Johns Hopkins University, United States
Innovate Learning Summit, Publisher: Association for the Advancement of Computing in Education (AACE)
Abstract
Many factors contribute to the achievement gap in the U.S. As an intervention to help narrow the gap, tutoring presents a potentially powerful solution. Decades of research suggest that tutoring is an effective, evidence-based approach to improve student success, with effect sizes ranging from 0.4 to 2.0. As many school systems in the U.S. move to online and hybrid environments, one-to-one online tutoring could be utilized to support student leaning. The purpose of this project was to explore the impact online tutoring had on student success as measured by Northwest Evaluation Association (NWEA) scores. Overall, online tutoring accounted for between 6% and 18% of the variability in NWEA math growth scores, depending on the number of tutoring hours received and how far behind a student was; the farther behind, the more hours of tutoring needed.
Citation
Devers, E., Devers, C., Miller, P., Alayan, A., Robertson, J., Baquet, Z., Tompkin, N., Echeverry, S. & Heavner, S. (2020). Online Tutoring: Impact on Student Success. In T. Bastiaens & G. Marks (Eds.), Proceedings of Innovate Learning Summit 2020 (pp. 544-551). Association for the Advancement of Computing in Education (AACE). Retrieved August 12, 2024 from https://www.learntechlib.org/primary/p/218849/.
© 2020 Association for the Advancement of Computing in Education (AACE)
