A meta-analysis of findings from 65 independent evaluations of school
tutoring programs showed that these programs have positive effects
on the academic performance and attitudes of those who receive tutoring.
Tutored students outperformed control students on examinations, and
they also developed positive attitudes toward the subject matter
covered in the tutorial programs. The meta-analysis also showed that
tutoring programs have positive effects on children who serve as
tutors. Like the children they helped, the 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, however, on the self-esteem
of tutors and tutees.
%0 Journal Article
%1 Cohen:1982:aer
%A Cohen, Peter A.
%A Kulik, James A.
%A Kulik, Chen-Lin C.
%D 1982
%J American Educational Research J.
%K imported thesis
%N 2
%P 237--248
%R 10.3102/00028312019002237
%T Educational Outcomes of Tutoring: A Meta-Analysis of Findings
%V 19
%X A meta-analysis of findings from 65 independent evaluations of school
tutoring programs showed that these programs have positive effects
on the academic performance and attitudes of those who receive tutoring.
Tutored students outperformed control students on examinations, and
they also developed positive attitudes toward the subject matter
covered in the tutorial programs. The meta-analysis also showed that
tutoring programs have positive effects on children who serve as
tutors. Like the children they helped, the 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, however, on the self-esteem
of tutors and tutees.
@article{Cohen:1982:aer,
abstract = {A meta-analysis of findings from 65 independent evaluations of school
tutoring programs showed that these programs have positive effects
on the academic performance and attitudes of those who receive tutoring.
Tutored students outperformed control students on examinations, and
they also developed positive attitudes toward the subject matter
covered in the tutorial programs. The meta-analysis also showed that
tutoring programs have positive effects on children who serve as
tutors. Like the children they helped, the 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, however, on the self-esteem
of tutors and tutees.},
added-at = {2017-03-16T11:50:55.000+0100},
author = {Cohen, Peter A. and Kulik, James A. and Kulik, Chen-Lin C.},
biburl = {https://www.bibsonomy.org/bibtex/2a6ff95f238f88edf2aba4c4eb5f9258e/krevelen},
doi = {10.3102/00028312019002237},
interhash = {028f6dec7d3511c691a52391aecbf7d1},
intrahash = {a6ff95f238f88edf2aba4c4eb5f9258e},
journal = {American Educational Research J.},
keywords = {imported thesis},
month = {Summer},
number = 2,
owner = {Rick},
pages = {237--248},
timestamp = {2017-03-16T11:54:14.000+0100},
title = {Educational Outcomes of Tutoring: A Meta-Analysis of Findings},
volume = 19,
year = 1982
}