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  1. Small group instruction to improve student performance in mathematics in early grades
    results from a randomized field experiment
    Autor*in: Bonesrønning, Hans; Finseraas, Henning; Hardoy, Inés; Iversen, Jon Marius Vaag; Nyhus, Ole Henning; Opheim, Vibeke; Salvanes, Kari Vea; Sandsør, Astrid Marie Jorde; Schøne, Pål
    Erschienen: November 2021
    Verlag:  CESifo, Center for Economic Studies & Ifo Institute, Munich, Germany

    We report results from a large-scale, pre-registered randomized field experiment in 159 Norwegian schools over four years. The intervention includes students aged 7-9 and consists of pulling students from their regular mathematics classes into small,... mehr

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    We report results from a large-scale, pre-registered randomized field experiment in 159 Norwegian schools over four years. The intervention includes students aged 7-9 and consists of pulling students from their regular mathematics classes into small, homogenous groups for mathematics instruction for 3 to 4 hours per week, for two periods of 4-6 weeks per school year. All students, not only struggling students, are pulled out. We find that students in treatment schools increased their performance in mathematics by .16 standard deviations at the end of the school year and by .06 standard deviations in national tests 1-2 years later, with no differential effect by pre-ability level or gender. Our study is particularly relevant for policy-makers seeking to use additional teaching resources to target a heterogeneous student population efficiently.

     
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    Quelle: Verbundkataloge
    Sprache: Englisch
    Medientyp: Buch (Monographie)
    Format: Online
    Weitere Identifier:
    hdl: 10419/248988
    Schriftenreihe: CESifo working paper ; no. 9443 (2021)
    Schlagworte: education economics; small group instruction; tutoring; tracking; class size; field experiment; intervention; randomized controlled trial; teacher-student ratio; mathematics instruction
    Umfang: 1 Online-Ressource (circa 30 Seiten), Illustrationen
  2. Apart but connected
    online tutoring and student outcomes during the COVID-19 pandemic
    Autor*in: Carlana, Michela; La Ferrara, Eliana
    Erschienen: February 2021
    Verlag:  BREAD, the Bureau for Research and Economic Analysis of Development, [Cambridge, Massachusetts]

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    Sprache: Englisch
    Medientyp: Buch (Monographie)
    Format: Online
    Auflage/Ausgabe: This version: February 2021
    Schriftenreihe: BREAD working paper ; no. 586
    Schlagworte: tutoring; COVID-19; education; achievement; aspirations; socio-emotional skills; well-being
    Umfang: 1 Online-Ressource (circa 78 Seiten), Illustrationen
  3. Apart but connected: online tutoring and student outcomes during the COVID-19 pandemic
    Autor*in: Carlana, Michela; La Ferrara, Eliana
    Erschienen: 2021
    Verlag:  Harvard Kennedy School, John F. Kennedy School of Government, [Cambridge, MA]

    In response to the COVID-19 outbreak, the governments of most countries ordered the closure of schools, potentially exacerbating existing learning gaps. This paper evaluates the effectiveness of an intervention implemented in Italian middle schools... mehr

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    In response to the COVID-19 outbreak, the governments of most countries ordered the closure of schools, potentially exacerbating existing learning gaps. This paper evaluates the effectiveness of an intervention implemented in Italian middle schools that provides free individual tutoring online to disadvantaged students during lock-down. Tutors are university students who volunteer for at least 3 hours per week. They were randomly assigned to middle school students, from a list of potential beneficiaries compiled by school principals. Using original survey data collected from students, parents, teachers and tutors, we find that the program substantially increased students’ academic performance (by 0.26 SD on average) and that it significantly improved their socio-emotional skills, aspirations, and psychological well-being. Effects are stronger for children from lower socioeconomic status and, in the case of psychological well-being, for immigrant children

     
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    Auflage/Ausgabe: This version: February 2021
    Schriftenreihe: Faculty research working paper series / Harvard Kennedy School, John F. Kennedy School of Government ; RWP21, 001 (February 2021)
    Schlagworte: tutoring; COVID-19; education; achievement; aspirations; socioemotional skills; well-being
    Umfang: 1 Online-Ressource (circa 80 Seiten), Illustrationen
  4. Apart but connected: online tutoring and student outcomes during the COVID-19 pandemic
    Autor*in: Carlana, Michela; La Ferrara, Eliana
    Erschienen: February 2021
    Verlag:  IZA - Institute of Labor Economics, Bonn, Germany

    In response to the COVID-19 outbreak, the governments of most countries ordered the closure of schools, potentially exacerbating existing learning gaps. This paper evaluates the effectiveness of an intervention implemented in Italian middle schools... mehr

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    In response to the COVID-19 outbreak, the governments of most countries ordered the closure of schools, potentially exacerbating existing learning gaps. This paper evaluates the effectiveness of an intervention implemented in Italian middle schools that provides free individual tutoring online to disadvantaged students during lock-down. Tutors are university students who volunteer for 3 to 6 hours per week. They were randomly assigned to middle school students, from a list of potential beneficiaries compiled by school principals. Using original survey data collected from students, parents, teachers and tutors, we find that the program substantially increased students' academic performance (by 0.26 SD on average) and that it significantly improved their socio-emotional skills, aspirations, and psychological well-being. Effects are stronger for children from lower socioeconomic status and, in the case of psychological well-being, for immigrant children.

     
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    Quelle: Verbundkataloge
    Sprache: Englisch
    Medientyp: Buch (Monographie)
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    Weitere Identifier:
    hdl: 10419/232846
    Schriftenreihe: Discussion paper series / IZA ; no. 14094
    Schlagworte: tutoring; COVID-19; education; achievement; aspirations; socioemotional skills; well-being
    Umfang: 1 Online-Ressource (circa 80 Seiten), Illustrationen
  5. Tutoring in (online) higher education
    experimental evidence
    Autor*in: Hardt, David; Nagler, Markus; Rincke, Johannes
    Erschienen: February 2022
    Verlag:  CESifo, Center for Economic Studies & Ifo Institute, Munich, Germany

    Demand for personalized online tutoring in higher education is growing but there is little research on its effectiveness. We conducted an RCT offering remote peer tutoring in micro- and macroeconomics at a German university teaching online due to the... mehr

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    Demand for personalized online tutoring in higher education is growing but there is little research on its effectiveness. We conducted an RCT offering remote peer tutoring in micro- and macroeconomics at a German university teaching online due to the Covid-pandemic. Treated students met in small groups, in alternating weeks with and without a more senior student tutor. The treatment improved study behavior and increased contact to other students. Tutored students achieved around 30% more credits and a one grade level better GPA across treated subjects. Our findings suggest that the program reduced outcome inequality. We find no impacts on mental health.

     
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    hdl: 10419/252072
    Schriftenreihe: CESifo working paper ; no. 9555 (2022)
    Schlagworte: tutoring; higher education; online teaching; Covid; mental health
    Umfang: 1 Online-Ressource (circa 43 Seiten), Illustrationen
  6. The importance of tutors' instructional practices
    evidence from a Norwegian field experiment
    Autor*in: Bonesrønning, Hans; Iversen, Jon Marius Vaag
    Erschienen: [2022]
    Verlag:  Department of Economics, Norwegian University of Science and Technology, Trondheim, Norway

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    Schriftenreihe: Working paper series / [Department of Economics, Norwegian University of Science and Technology] ; no. 2022, 2
    Schlagworte: tutoring; tracking; instructional practices; mathematics
    Umfang: 1 Online-Ressource (circa 31 Seiten), Illustrationen
  7. Does short-term school tutoring have medium-term effects?
    experimental evidence from Chile
    Autor*in: Cabezas, Verónica; Cuesta, José Ignacio; Gallego, Francisco A.
    Erschienen: [2021]
    Verlag:  [Pontificia Universidad Católica de Chile], [Macul, Santiago, Chile]

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    Schriftenreihe: Documento de trabajo / Instituto de Economia, Pontificia Universidad Católica de Chile ; 565 (2021)
    Schlagworte: remedial education; tutoring; short-term programs; medium-term effects
    Umfang: 1 Online-Ressource (circa 40 Seiten), Illustrationen
  8. The importance of tutors' instructional practices
    evidence from a Norwegian field experiment
    Autor*in: Bonesrønning, Hans; Iversen, Jon Marius Vaag
    Erschienen: January 2024
    Verlag:  CESifo, Munich, Germany

    We use data from a large field experiment where young students were pulled out of their regular classes and offered mathematics instruction in small homogenous groups, to investigate the importance of the tutors' instructional practices. The analyzes... mehr

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    We use data from a large field experiment where young students were pulled out of their regular classes and offered mathematics instruction in small homogenous groups, to investigate the importance of the tutors' instructional practices. The analyzes are limited to low achievers, and the instructional practices are characterized by the degree of individualization and the tutors' allocation of attention between students. Tutors who spent much time with avoidant students were associated with a treatment effect of approximately 0.20 SD while tutors who spent little time with these students were associated with no significant treatment effects.

     
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    Weitere Identifier:
    hdl: 10419/282566
    Schriftenreihe: CESifo working papers ; 10878 (2024)
    Schlagworte: tutoring; tutor quality
    Umfang: 1 Online-Ressource (circa 30 Seiten)
  9. Sustained effects of small-group instruction in mathematics
    Autor*in: Finseraas, Henning; Nyhus, Ole Henning; Salvanes, Kari Vea; Sandsør, Astrid Marie Jorde
    Erschienen: March 2024
    Verlag:  CESifo, Munich, Germany

    Recent research suggests that using additional teachers to provide small-group instruction or tutoring substantially improves student learning. However, treatment effects on test scores can fade over time, and less is known about the lasting effects... mehr

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    Recent research suggests that using additional teachers to provide small-group instruction or tutoring substantially improves student learning. However, treatment effects on test scores can fade over time, and less is known about the lasting effects of such interventions. We leverage data from a Norwegian large-scale field experiment to examine the effects of small-group instruction in mathematics for students aged 7-9. This intervention shares many features with other high-impact tutoring programs, with some notable exceptions: instruction time was kept fixed, it had a lower dosage, and it targeted students of all ability levels. The latter allows us to assess fadeout across the ability distribution. Previous research on this intervention finds positive short-run effects. This paper shows that about 60% of the effect persists 3.5 years later. The effect size and degree of fadeout are surprisingly similar across the ability distribution. The study demonstrates that small-group instruction in mathematics successfully targets student performance and that effects can be sustained over time.

     
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    hdl: 10419/296110
    Schriftenreihe: CESifo working papers ; 11021 (2024)
    Schlagworte: small-group instruction; tutoring; sustained effects; RCT; teacher density
    Umfang: 1 Online-Ressource (circa 33 Seiten), Illustrationen