A same-year paired reciprocal peer tutoring experiment was undertaken with 125 undergraduates in a year-long class in mathematical economics. Final degree assessment results for the experimental group were, in general, not significantly statistically different from those of the previous (comparison) year. However, specific structured subjective feedback from the students indicated that the peer tutoring had improved their transferable skills in a number of areas. Furthermore, students who regularly attended the peer tutoring sessions obtained significantly better degree assessment outcomes, and gave significantly better feedback about improved transferable skills, than those who did not. Additionally, student drop-out rates were lower in the experimental than in the comparison year. It was concluded that peer tutoring on a substitutional basis cost-effectively added value to teaching and learning in higher education.
|Number of pages||18|
|Journal||Innovations in Education and Teaching International|
|Publication status||Published - 1997|