Academic Benefits of Peer Tutoring: A Meta-Analytic Review of Single-Case Research
Abstract
.Peer tutoring is an instructional strategy that involves students helping each other learn content through repetition of key concepts. This meta-analysis examined effects of peer tutoring across 26 single-case research experiments for 938 students in Grades 1–12. The TauU effect size for 195 phase contrasts was 0.75 with a confidence interval of CI95 = 0.71 to 0.78, indicating that moderate to large academic benefits can be attributed to peer tutoring. Five potential moderators of these effects were examined: dosage, grade level, reward, disability status, and content area. This is the first peer tutoring meta-analysis in nearly 30 years to examine outcomes for elementary and secondary students, and extends previous peer tutoring meta-analyses by examining disability as a potential moderator. Findings suggest that peer tutoring is an effective intervention regardless of dosage, grade level, or disability status. Among students with disabilities, those with emotional and behavioral disorders benefitted most. Implications are discussed.
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Personal tutoring improves student learning outcomes.
“Personal tutoring improves student learning outcomes (Cohen et al. 1982, Bowman-Perrott et al. 2013).”
From AI Meets the Classroom: When Do Large Language Models Harm Learning? (2024) · cites this paper as Bowman-Perrott et al. 2013
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Self-citationThe graphical presentation of a collection of means
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School-Based Interventions for Elementary School Students with ADHD
DuPaul, G. J., Gormley, M. J., & Laracy, S. D. (2014) · Child and Adolescent Psychiatric Clinics of North America · doi:10.1016/j.chc.2014.05.003 · Cited by 57 · see citing works
Courtier, P., Gardes, M.-L., Van der Henst, J.-B., Noveck, I. A., Croset, M.-C., Epinat-Duclos, J., Léone, J., & Prado, J. (2021) · Child Development · doi:10.1111/cdev.13575 · Cited by 45 · see citing works
AI Meets the Classroom: When Do Large Language Models Harm Learning?
Lehmann, M., Cornelius, P. B., & Sting, F. J. (2024) · arXiv · doi:10.48550/arxiv.2409.09047 · Cited by 11 · see citing works
- Authors
- Bowman-Perrott, L., Davis, H., Vannest, K., Williams, L., Greenwood, C., & Parker, R.
- Affiliations
- Texas A&M University (US)
- University of Kansas (US)
- Corresponding author
- Bowman-Perrott, Lisa
- Venue
- School Psychology Review
- Publisher
- Informa UK Limited
- Published
- 2013-03-01
- Volume
- 42
- Issue
- 1
- Pages
- 39-55
- ISSN
- 0279-6015 (ISSN-L)
- 2372-966X
- OpenAlex
- W2153406358
- Cited by
- 307
- References
- 4
- Citations by year
- 2026: 15 · 2025: 48 · 2024: 18 · 2023: 17 · 2022: 34 · 2021: 24 · 2020: 25 · 2019: 19 · 2018: 26 · 2017: 28 · 2016: 26 · 2015: 10 · 2014: 13 · 2013: 4
- FWCI
- 33.37
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- School Psychology Review (publishedVersion)
- Topics
- Social Sciences › Psychology › Developmental and Educational Psychology › Innovative Teaching and Learning Methods
- Social Sciences › Psychology › Developmental and Educational Psychology › Behavioral and Psychological Studies
- Social Sciences › Education › Education Practices and Evaluation
- Keywords
- peer tutoring, academic performance, single subject research, students with disabilities, emotional and behavioral disorders, dosage effect, grade level, reward, content areas, primary and secondary school students, teaching methods
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