Teachers and tutors perceived tuition as most effective when tutors had strong pedagogical skills and subject knowledge, engaged successfully with pupils, and targeted sessions appropriately¶

Claim · All claims
Evidence · 1 study · qualitative r? · q2
Currency · newest study 2015 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Perceived effectiveness of tuition was associated in interview data with tutors' pedagogical skills, subject knowledge, successful engagement with pupils, and appropriate targeting of sessions. → Buchanan 2015

Evidence¶

Buchanan 2015¶

Buchanan, E., Morrison, J., Walker, M., Aston, H., & Cook, R. (2015). Tutor Trust Secondary: Evaluation report and Executive summary. Education Endowment Foundation. https://eric.ed.gov/?id=ED581539

q2 · i? · qualitative · r?

Finding from the qualitative process evaluation interviews with senior leaders, teachers, pupils and tutors in eight case-study schools. The report frames this as perception data, not a tested effect. It also reports that teachers believed there was a need for more affordable high-quality tuition which the Tutor Trust helped meet.

"Tuition was perceived to be most effective when tutors possessed strong pedagogical skills and subject knowledge; engaged and interacted successfully with pupils; and targeted sessions appropriately."

Discussion¶

Related Claims¶

• Year 11 pupils receiving Tutor Trust English tuition achieved lower English GCSE scores than comparison pupils (effect size −0.16), but this difference cannot be attributed to the tuition — related
• Year 11 pupils receiving Tutor Trust mathematics tuition achieved slightly higher mathematics GCSE scores than comparison pupils, but this difference cannot be attributed to the tuition — related
• Schools perceived Tutor Trust tuition as most effective when tutors had strong pedagogical skills, subject knowledge, and could engage pupils and target sessions appropriately — possibly the same claim (merge candidate)