Tutors United Evaluation Report

Socio-economic inequalities within the education system continue to disadvantage children’s eduction. Pupils from low income backgrounds are on average 9.4 months behind their peers in English and maths. Those furthest behind are less likely to be able to afford additional tuition. To tackle such issues, Tutors United have provided the Tutoring Young Residents Programme to boost confidence and attainment for Primary school pupils. IARS have evaluated the effectiveness of the program and provided recommendations through the production of an Evaluation Report.

 

The finding from the evaluation report are as follows:

    • Pupils from the current year outperformed last year’s pupils, with pupils from this year scoring 13% higher overall in English and 10%-15% higher in Maths.
    • Pupils reported higher levels of confidence in tackling English and Maths and greater resilience when facing difficult tasks.
    • All parents noticed an improvement in their child’s academic progress.
    • Parents felt that the tutoring sessions were helping pupils to become more efficient and independent learners because they were more confident to ask questions when unsure.
    • Tutors also reported gaining several employability skills and felt they had gained or improved transferable skills such as organisation, communication, adaptability and leadership skills.
    • The in-person 30-week Maths programme was more effective than the online 15-week maths programme, however, the online 15-week English programme achieved better results than the 30-week in-person English programme.

 

With these findings in mind, the evaluation report proposes the following recommendations:

    • Review the initial survey methodology to detect any bias which may have caused the participants to give favourable answers in order to secure a place in the programme.
    • Implement a pilot study with a control group to understand why the shorter English programmes were more effective and why the longer maths programmes were more effective.
    • Investigate why EAL (English as an additional language) pupils benefitted more by being in a classroom rather than online.
    • Implement a feedback mechanism to evaluate the needs of tutors
    • Provide guidance to tutors on how to help pupils who are falling behind during sessions.
    • Continue utilising peer education methods since they have been shown to increase confidence.
    • Organise sessions with parents and pupils to prepare for the transition into secondary school.

 

Please see the full report below!

 

TU Evaluation September 2021 PDF