Evaluating a Tutoring Program

Abstract

Although tutoring is becoming increasingly popular, its value for both tutor and pupil as an instructional tool is difficult to assess objectively. The difficulty lies in the fact that randomly selected groups are usually not plausible because the treatment is given to those most in need. In this study, twelve underachieving seventh-grade boys were used to tutor twelve underachieving third-grade boys using an oral-language approach to improve the reading of both the tutor and pupil. The relative change patterns of the Ss were compared to those of their classmates. The use of a t test showed that the pupils’ improvement was significant at the .01 level. However, in the case of the tutors, a t test indicated no significant improvement. Yet the use of Campbell’s Regression Discontinuity Analysis supplied evidence to show that the tutors did indeed significantly improve at the .05 level. The implication is that Campbell’s Design can be a useful technique for investigators.