Prior field experiments found no achievement differences between staff- and student-tutored groups¶

Claim · All claims
Evidence · 1 study · associational r2 · q3
Currency · newest study 1995 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? In two randomized field experiments, students tutored by staff and students tutored by peers showed no differences in end-of-course achievement. → Moust 1995

Evidence¶

Moust 1995¶

Moust, J. C. & Schmidt, H. G. (1995). Facilitating small-group learning: a comparison of student and staff tutors' behavior. Instructional Science 22: 287-301. https://link.springer.com/journal/11251

q3 · i? · associational · r2

First field experiment: 230 first-year law students randomly assigned to staff- or student-tutored groups meeting twice weekly for eight weeks; "no differences in achievement" were found, and the finding was replicated in a second experiment with 160 students.

"In the first experiment, 230 first-year law students participated. These subjects were randomly assigned to either a staff or a student tutored group."

Discussion¶

Related Claims¶

• No differences between student and staff tutors in focus on cooperation among group members — related
• Student tutors refer to end-of-course examinations more frequently than staff tutors to direct student learning — related
• Staff tutors display more authoritarian behavior than student tutors in problem-based tutorial groups — related
• Student tutors are rated as more cognitively congruent than staff tutors in problem-based tutorial groups — related
• No achievement difference between staff- and peer-tutored groups in the first curriculum year — a narrower finding that bears on this claim
• Staff-tutored tutorial groups achieve slightly but significantly higher marks than peer-tutored groups in problem-based learning — reports the opposite
• Staff tutors rated higher on using subject-matter knowledge and relevance, but peer tutors rated higher on these behaviors in year one — related
• Students taught by rigorously selected and well trained student tutors show no significant achievement differences from students taught by staff tutors in first-year PBL courses — possibly the same claim (merge candidate)