Student perceptions of tutors are generally positive for both staff and student tutors, with significant differences appearing in only one course and not consistently across courses¶

Claim · All claims
Evidence · 1 study · causal r2 · q2
Currency · newest study 2012 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? No significant differences between perceptions of staff and student tutors were found for courses B, C and D. → Catherine De Rijdt 2012

Evidence¶

Catherine De Rijdt 2012¶

Catherine De Rijdt, Janine van der Rijt, Filip Dochy, Cees van der Vleuten. (2012). Rigorously selected and well trained senior student tutors in problem based learning: student perceptions and study achievements. Instructional Science, 40, 397-411. https://doi.org/10.1007/s11251-011-9173-6

q2 · i? · causal · r2

Same questionnaire analysis across the remaining three courses found no significant differences between tutor conditions; only small effect sizes were reported and no effect size values are printed.

"There are no significant differences between the perceptions of staff and student tutors for courses B, C and D. Small effect sizes were found for courses B, C and D."

Discussion¶

Related Claims¶

• Student tutors are rated as more cognitively congruent than staff tutors in problem-based tutorial groups — related
• Staff tutors rated higher on using subject-matter knowledge and relevance, but peer tutors rated higher on these behaviors in year one — related
• No differences between student and staff tutors in focus on cooperation among group members — 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 — related