Drop-in one-to-one tutorial attendees improved P1X-to-P1Y marks while the class average declined¶
Claim · All claims
Evidence · 1 study · designr2·q2
Currency · newest study 2009 · checked against its sources 2026-10-20 (automated, 1 of 1 entry) · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q2 i? Students who attended the optional drop-in tutorials showed an average increase of 2.9% between P1X and P1Y marks, while the class as a whole averaged a drop of 1.6%. → MM Casey and S McVitie 2009
Evidence¶
MM Casey and S McVitie 2009¶
MM Casey and S McVitie. (2009). Academic performance & student engagement in level 1 physics undergraduates. https://arxiv.org/abs/0911.2733 doi:10.48550/arxiv.0911.2733
q2 · i? · no effect size: the entry prints raw mean mark changes (+2.9% for attendees, −1.6% for the class) with no SD · design · r2
Observational comparison in the 2007-08 class: only ~10% of the class attended the optional drop-in one-to-one tutorials, primarily students in the B-D bands; attendees' marks rose between modules while the class average fell. The comparison is correlational, not a controlled trial.
"those students who did attend exhibited an average increase of 2.9% between their P1X and P1Y marks whilst the class as a whole averaged a drop of 1.6% between P1X and P1Y."
Studies bearing on this claim¶
Do learners who use optional one-to-one help do better, and do the learners who need help use it? This table gathers the studies behind this claim and the 5 narrower claims that bear on it: 3 distinct studies (2 associational, 1 design), q2, 1 of 3 with an effect size coded. One row per study, codes as each entry records them; no effect is averaged and no verdict is drawn. Built by scripts/synthesize_claim.py from eval/synthesis/; a row that looks wrong is fixed on the claim it comes from.
| Study | Design | Effect as recorded | Bears on this claim through |
|---|---|---|---|
| MM Casey and S McVitie 2009 | q2 · design · r2 | i? | this claim |
| Cooper 2010 | q2 · associational · r2 | i?; i1 | Freshmen who visited the tutoring center more than 10 times per quarter had statistically (supports); High-use tutoring center visitors had significantly higher cumulative GPA than non-visitor (supports); Tutoring center visits showed a delayed significant correlation with cumulative GPA in sub (supports); In one university's records, minority students visit a drop-in tutoring center more often (qualifies) |
| Andy Gray 2026 | q2 · associational · r1 | i? | Undergraduate computing students report help-seeking avoidance and anxiety, with 62.5% som (qualifies) |
Discussion¶
Related Claims¶
- Support measures introduced in 2007-08 raised the level 1 physics passrate by approximately 8% — related
- For material students have prior knowledge of (work-energy theorem), tutorial effectiveness depends significantly on teaching quality, with the ideal Socratic implementation best — related
- Seeking tutoring and attending supplemental instruction sessions are associated with significantly higher academic engagement
- Online students' learning needs centre on course support and communication with tutors and other students — related
- Tutoring center visits usually showed no significant difference in individual course performance, and sometimes tutored students performed worse — reports the opposite
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
drop-in-tutorials-improve-p1y-marks |
title |
Drop-in one-to-one tutorial attendees improved P1X-to-P1Y marks while the class average declined |
description |
Drop-in one-to-one tutorial attendees improved P1X-to-P1Y marks while the class average declined |
status |
review |
evidence_strength |
weak |
newest_evidence |
2009 |
source_checked |
2026-10-20 |
generated |
by process:wiki-ingest on 2026-09-25 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — mm-casey-and-s-mcvitie-2009 |
Frontmatter is the page's machine-readable record — see the Schema & Guide.