Reprinted with permission from Crossroads of Learning Journal © 2008. All rights reserved.
Tutoring is an activity that benefits everyone involved - the tutor, the student, and the school, institution, or learning center. Research has documented that when peer tutors are involved, tutoring benefits the self-confidence, motivation, attitude towards subject matter and school in general, self-esteem and academic achievement of both the tutor and the student at a variety of grade levels (Robledo, 1990; Cohen, Kulik, and Kulik, 1982 ).
In an extensive review of research and literature about the use of peer tutoring in higher education benefits such as higher class and final exam grades, lower drop-out rates, and improved long-term retention of material learned were noted (Topping, 1996). In fact, Harman (1990 in Topping, 1996) suggests that preparing to tutor builds the tutor’s cognitive processes because it requires attention, motivation, review of existing knowledge and skills, and finding ways to simplify, clarify, and provide examples of the concept for the student. In fact, the academic benefits to tutors are so great that in a review of research in higher education, the reviewer concluded that, “If you want to succeed in college, pay to be a tutor; don’t pay a tutor” (McKeachie, 1990).
Clearly, tutoring is a win-win situation for everyone involved! The lists below summarize some of the benefits that tutors, students and schools (institutions) might hope to gain from a tutoring program. As you tutor, you will find that there are probably more things that you can add to these lists.
A. Benefits to tutors (both peer and professional):
- For peer tutors, the frequent review of previously learned material helps with learning new material in more advanced courses and may also help students to prepare for graduate school admissions tests such as the MCAT for medical school, the LSAT for law school, or the GMAT for business school.
- Professional tutors should always be challenged to learn more about their subject field. We live in a "womb to tomb" learning society. In other words, the world we now inhabit requires that we never stop learning and adapting. Tutors should take the lead as examples of lifelong learners.
- Encourages higher level thinking for all tutors no matter their age. Critical thinking and information retention (memory) skills should never be taken for granted.
- Improves subject specific knowledge and facilitates deeper understanding of subject matter
- Develops confidence in learning and teaching ability
- Improves motivation for studying
- Improves knowledge of learning, studying and test-taking techniques
- Builds self-esteem and creates a sense of pride in helping others
- Develops communication skills
- Provides experiences that may help with later employment or career goals
- Develops empathy for others
- Increases general knowledge
- Develops a sense of responsibility, especially for peer tutors
B. Benefits to students:
- Improves self confidence
- Improves self-esteem as they become more successful students
- Improves academic achievement
- Improves attitude towards the subject matter and school in general
- Encourages greater persistence in completing tasks and courses
- Encourages the use of appropriate and efficient learning and study strategies
- Provides an opportunity for individualized instruction
- Provides opportunities for questions and clarification of difficult concepts
- Provides additional review and practice of difficult material
C. Benefits to institutions:
- Promotes deeper learning of material, enabling instructors to set higher goals for student learning
- Improves student retention of material
- Reduces drop out and failure rates among students
- Provides a cost effective means of providing individualized instruction to students who need it
Cohen, P.A., Kulik, J. A., & Kulik, C.L.C. (1982). Educational outcomes of tutoring: A meta-analysis of findings. American Educational Research Journal, 19, 237-248.
Hartman, H. J. (1990). Factors affecting the tutoring process. Journal of Educational Development, 14 (2), 2-6.
McKeachie, W.J. (1990). Research in college teaching: The historical background. Journal of Educational Psychology, 82(2), 199-200.
Robledo, M. del R. (1990). Partners for valued youth: Dropout prevention strategies for at-risk language minority students. Washington, DC: US Department of Education.
Topping, K. (1996). The effectiveness of peer tutoring in higher and further education: A typology and review of the literature. Retrieved August 31, 2006 from: http://www.londonmet.ac.uk/deliberations/seda-publications/topping.cfm
The preceding article is an excerpt from the “Tutoring Foundations” training program provided by Crossroads of Learning and was originally published online in the Journal. Use the following links to explore current training and testingprograms; the growing learning community; become an affiliate; read the professional Journal; visit the Library of free resources; or view a Tutoring Town Hall webcast. Please visit CrossroadsofLearning.com for more information.