• Examining the Academic Effects...

Treffer: Examining the Academic Effects of Cross-Age Tutoring: A Meta-Analysis

Title:
Examining the Academic Effects of Cross-Age Tutoring: A Meta-Analysis
Language:
English
Authors:
A. Chang (ORCID 0009-0003-1441-1310), E. Mauer (ORCID 0000-0002-3408-6987), J. Wanzek, S. Kim, N. Scammacca, E. Swanson
Source:
Grantee Submission. 2025 37.
Peer Reviewed:
Y
Page Count:
20
Publication Date:
2025
Sponsoring Agency:
Institute of Education Sciences (ED)
Contract Number:
R305R220024
Document Type:
Fachzeitschrift Journal Articles<br />Information Analyses
Descriptors:
Tutors, Tutoring, Tutorial Programs, Cross Age Teaching, Achievement Gains, Reciprocal Teaching, Student Development, Student Improvement, Outcomes of Education, Age Differences, Time Factors (Learning), Learning Problems, Academic Education, Reading Instruction, Mathematics Instruction, Children, Adolescents, Young Adults, Adults
DOI:
10.1007/s10648-025-09997-z
IES Funded:
Yes
Entry Date:
2025
Accession Number:
ED671581
Database:
ERIC

Weitere Informationen

Cross-age tutoring is an educational model where an older tutor is paired with a younger tutee, valued for its economic advantages and capacity to engage participants. This model leads to improvements in both academic performance and behavior, as evidenced by Shenderovich et al. ("International Journal of Educational Research, 76," 190-21 2016) meta-analysis, which reported statistically significant positive effects across various educational settings and demographic groups. In this study, we aimed to update this previous meta-analysis by systematically examining 32 studies on cross-age tutoring. In our updated meta-analysis, we observed a small to moderate positive effect on academic outcomes for both tutors and tutees. The overall effect size was 0.34, with tutees benefiting at 0.33 and tutors at 0.39. Our moderator analyses revealed no significant differences in impact from the number of sessions, tutor type, tutee risk status, or subject area. These findings highlight the broad applicability and effectiveness of cross-age tutoring, particularly emphasizing the benefits of using older students as tutors in resource-limited settings. Further research is recommended to explore additional influencing factors.

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