Findings show that (a) peer-tutoring interventions targeting HOL objectives have had mixed results

The gap

Evidence profile

Sourced from the abstract and future work and inline gaps of the source papers, classified as general, drawn from work published between 1986 and 2026, spanning 3 journals. Those papers have been cited 58 times in total.

Supporting evidence — 3 representative gaps

• Reexamining the literature: The impact of peer tutoring on higher order learning (2016) · Preventing School Failure Alternative Education for Children and Youth · cited 6× · doi

  Findings show that (a) peer-tutoring interventions targeting HOL objectives have had mixed results; (b) positive, statistically significant peer-tutoring effects may be related to researchers' choice of assessments and comparison condition instruction; and (c) requiring tutors to independently evaluate tutee responses to HOL prompts and to carry out complex error-correction procedures may hinder tutoring intervention efficacy.

  generalabstractevidence 5/5
  Keywords: tutoring peer show interventions targeting objectives mixed positive statistically significant effects related researchers choice assessments
• Special Education Students as Tutors: A Review and Analysis (1986) · Remedial and Special Education · cited 52× · doi

  Although current research has shown that tutoring often benefits both tutors and tutees academically, further re- search is necessary to determine the ultimate effectiveness of tutoring as compared with specific competing educa- tional interventions intended to influence the same out- comes. For example, more research such as that recom- mended by Scruggs et al. (in press) should be completed in which teacher-led instructional treatments are compared with tutoring. In such research care should be taken to in- clude multiple outcome measures, such as normed tests designed to assess academic growth, as well as instruments designed toward school. In other words, researchers must be careful not to make the mistake of assuming that tutoring is undesirable simply because a trained teacher may be more effective than a cross-age tutor at imparting information. As mentioned earlier, multiple benefits may have occurred in many tutoring studies that only attempted to measure academic growth. to measure attitude In addition to refining the tutoring research focused on academic achievement, further research is critically needed that addresses the concomitant personal/social outcomes. This type of research may even be more important than further validating the effects of tutoring on academic achievement, because if tutoring only affects cognitive growth, the additional time and effort required for training and implementation may not warrant its use. One study at- tempting to document the benefits of tutoring on mentally retarded students' social skills is currently in progress

  generalfuture workevidence 5/5
  Keywords: tutoring academic benefits further growth compared teacher multiple designed measure achievement social current often tutors
• Understanding the Impact of Peer‑to‑Peer Tutoring: Individual and Course‑Level Associations with Academic Success (2026) · Journal of the National Organization for Student Success · doi

  In light of the listed limitations, future research should explore the relationship between tutoring attendance and academic success with additional contextual factors, like tutoring effectiveness, timing, and academic rigor. Finally, the analysis examined tutoring attendance and frequency but did not account for variation in the timing, quality, or focus of tutoring interactions, which may influence outcomes. Instead of indicating that tutoring is ineffective, these mixed results highlight the importance of considering how tutoring is utilized and how academic success is defined and measured on the individual and course level (Moore-Russo et al.

  generalinline gapsevidence 5/5
  Keywords: tutoring academic attendance success timing light listed limitations future explore relationship additional contextual factors like

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