Skip to main content

Advertisement

SpringerLink
Log in

The impact of a peer-tutoring program on quality standards in higher education

  • Published:
Higher Education Aims and scope Submit manuscript

Abstract

The purposes of this study were, on one had, to determine the impact of a peer tutoring program on preventing academic failure and dropouts among first-year students (N = 100), from Civil Engineering, Economics, Pharmacy, and Chemical Engineering careers; while, on the other hand, to identify the potential benefits of such tutoring program on the cognitive and metacognitive learning strategies and social skills of student mentors in their last year of studies or already in a postgraduate program (N = 41) at the University of Granada (Spain). After building and selecting the measurement instruments necessary to gather demographic and academic relevant information on both samples, and assigning first-year students to either an experimental or control group, the intervention consisted of ten 90-min tutoring sessions during the first semester lead by student tutors who, in turn, had undergone four 3-h training sessions on tutoring contents like planning and time management, cognitive and metacognitive learning strategies, motivational strategies and the use of materials designed ad hoc for this program. The results show differences in favour of the treatment group on grade point average, performance rate, success rate and learning strategies and, also, statistically significant pre-post differences for the tutors on learning strategies and social skills.

This is a preview of subscription content, log in via an institution to check access.

Access this article

Log in via an institution

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Instant access to the full article PDF.

Institutional subscriptions

Similar content being viewed by others

References

  • Arco, J. L., Fernández, F. D., Heilborn, V., & López, S. (2005). Demographic, academic and psychological profile of students attending counselling services at the University of Granada (Spain). International Journal for the Advancement of Counselling, 27(1), 71–85.

    Article  Google Scholar 

  • Arco-Tirado, J. L., & Fernández-Balboa, J. M. (2003). Contextual barriers to school reforms in Spain. International Review of Education, 49(6), 585–600.

    Article  Google Scholar 

  • Ato, M. (1995). Tipología de los diseños cuasiexperimentales [Typology of the quasi-experimental designs]. In M. T. Anguera, J. Arnau, M. Ato, R. Martínez, J. Pascual, & G. Vallejo (Eds.), Métodos de investigación en Psicología (pp. 245–270) [Research methods in Psychology]. Madrid: Síntesis.

  • Bean, J. P. (1990). Why students leave: Insights from research. In D. Hossler, et al. (Eds.), The strategic management of college enrollments (pp. 147–169). San Francisco, CA: Jossey-Bass.

    Google Scholar 

  • Benavent, J. A., & Fossati, R. (1990). Un programa de compañeros tutor para los alumnos de orientación educativa de la Universidad de Valencia [A peer-tutoring program for educational orientation students at the University of Valencia]. Revista de Orientación Escolar y Vocacional, 1, 66–80.

    Google Scholar 

  • Blowers, S., Ramsey, P., Merriman, C., & Grooms, J. (2003). Patterns of peer tutoring in nursing. Journal of Nursing Education, 42(5), 204–211.

    Google Scholar 

  • Brooks, J. H., & DuBois, D. L. (1995). Individual and environmental predictors of adjustment during the first year of college. Journal of College Student Development, 36, 347–360.

    Google Scholar 

  • Brown, S. C., & Kysilka, M. L. (2002). Applying multicultural and global concepts in the classroom and beyond. Boston, NE: Allyn & Bacon.

    Google Scholar 

  • Buela, G., & Sánchez, A. I. (2002). Trastornos del sueño [Sleeping disorders]. Madrid: Síntesis.

  • Caballo, V. E. (1993). Manual de evaluación y entrenamiento de las habilidades sociales [Evaluation and training of social skills user’s manual]. Madrid: Siglo XXI.

  • Campbell, D. T., & Stanley, J. C. (1963). Experimental and quasi-experimental designs for research. Chicago, IL: Rand McNally College Publishing Company.

    Google Scholar 

  • Carter, K., & McNeill, J. (1998). Coping with the darkness of transition: Students as the leading lights of guidance at induction to Higher Education. British Journal of Guidance and Counseling, 26(3), 399–415.

    Google Scholar 

  • Clark, M. R. (2005). Negotiating the freshman year: Challenges and strategies among first-year college students. Journal of College Student Development, 46, 296–316.

    Article  Google Scholar 

  • Coe, R., & Merino, C. (2003). Magnitud del efecto: Una guía para investigadores y usuarios [Effect size: A guide for researchers and users]. Revista de Psicología-PUCP, 21(1), 147–177.

    Google Scholar 

  • Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). Hillsdale, NJ: Lawrence Earlbaum Associates.

    Google Scholar 

  • Consejo de Coordinación Universitaria [Council for the Coordination of Higher Education]. (2002). Plan nacional de evaluación de la calidad de las Universidades. Informe global 1996–2000 [1996–2000 global report of the National Plan of Evaluation of the Quality of Universities]. Retrieved April 24, 2006 from http://www.aneca.es/actividades/docs/10aniv_docs/10aniv_docs_informe%20global_es.pdf.

  • Corominas, E. (2001). La transición a los estudios universitarios. Abandono o cambio en el primer año de Universidad [Transition to college studies. College freshmen dropout or transfering]. Revista de Investigación Educativa, 19(1), 127–151.

    Google Scholar 

  • Davies, G. K. (2006). Setting a public agenda for higher education in The States. The National Collaborative for Higher Education Policy: The Education Commission of the States, The National Center for Public Policy and Higher Education, and The National Center for Higher Education Management Systems. Retrieved January 15, 2010 from http://www.highereducation.org/reports/public_agenda/.

  • Durán, D., & Vidal, V. (2004). Tutoría entre iguales: De la teoría a la práctica. Un método para la diversidad en Secundaria [Peer tutoring: From theory to practice. A method for diversity in Secondary Education]. Barcelona: Graó.

  • European University Association. (2007). Europe’s Universities beyond 2010: Diversity with a common purpose. Brussels: European University Association ASBL.

    Google Scholar 

  • Fernández, F. D., Arco, J. L., Justicia, F., & Pichardo, M. C. (2010). Mejora en la calidad de la educación superior a través de la intervención psicopedagógica [Improvement of higher wducation through a psicopedagogical intervention]. Revista Española de Pedagogía [Spanish Journal of Pedagogy], 246, 209–222.

  • Fernández, F. D., Arco-Tirado, J. L., Perea, I., & Benítez, J. L. (2003). Evaluación de resultados de un programa de tutorías entre compañeros [Outcomes evaluation of a peer-tutoring program]. In M. V. Mestre, et al. (Eds.), Actas del II Congreso de Enseñanza de la Psicología (p. 39) [Proceedings of the II Congress of the Teaching of Psychology]. Valencia: Universidad de Valencia.

  • Fresko, B. (1997). Attitudinal change among university student tutors. Journal of Applied Social Psychology, 27(14), 1277–1301.

    Article  Google Scholar 

  • Frías, M. D., Pascual, J., & García, J. F. (2000). Tamaño del efecto del tratamiento y significación estadística [Treatment size effect and statistical significance]. Psicothema, 12(2), 236–240.

    Google Scholar 

  • Gargallo, B. (2000). Estrategias de aprendizaje. Un programa de intervención para Educación Secundaria Obligatoria y Educación Para Adultos [Learning strategies: An intervention program for Compulsory Secondary Education and Adult Education]. Madrid: Ministerio Educación, Ciencia y Deporte.

  • Gismero, E. (2000). Escala de habilidades sociales [Social skills scale]. Madrid: TEA.

  • Glass, G. V., McGaw, B., & Smith, M. L. (1981). Meta-analysis in social research. London: Sage Publication.

    Google Scholar 

  • Goldschmid, M. L. (1976). Teaching and learning in higher education: Recent trends. Higher Education, 5, 437–456.

    Article  Google Scholar 

  • Griffin, B. W., & Griffin, M. M. (1997). The effects of reciprocal peer tutoring on graduate students’ achievement, test anxiety, and academic self-efficacy. The Journal of Experimental Education, 69(3), 197–209.

    Article  Google Scholar 

  • Griffiths, S., Houston, K., & Lazenblatt, A. (1995). Enhancing students learning through peer tutoring in higher education. Coleraine: Educational Developmental Unit, University of Ulster.

    Google Scholar 

  • Guardia, J. (2000). La gestión de las acciones de orientación universitaria: Una cuestión de estructura [The management of the associations of University orientation: A matter of structure]. In H. Salmerón & V. L. López (Eds.), Orientación educativa en las Universidades (pp. 99–106) [Educational orientation at the university level]. Granada: Grupo Editorial Universitario.

  • Guiffrida, D. (2006). Towards a cultural advancement of Tinto’s theory. The Review of Higher Education, 29(4), 451–472.

    Article  Google Scholar 

  • Gutiérrez, C. (2002). La deserción de los estudiantes en las titulaciones de la Universidad de Gran Canaria evaluadas en el Plan Nacional de Evaluación de la Calidad de las Universidades [Student drop-out within degree programs at the University of Gran Canaria as evaluated in the National Plan of Evaluation of the Quality of Universities]. Unpublished doctoral dissertation, University of Palmas de Gran Canaria, Spain.

  • Harackiewicz, J. M., Durik, A. M., Barron, K. E., Linnenbrink-Garcia, L., & Tauer, J. M. (2008). The role of achievement goals in the development of interest: Reciprocal relations between achievement goals, interest, and performance. Journal of Educational Psychology, 100(1), 105–122.

    Article  Google Scholar 

  • Higgins, B. (2004). Relationship between retention and peer tutoring for at-risk students. Journal of Nursing Education, 43(7), 319–321.

    Google Scholar 

  • Instituto de Evaluación [Evaluation Institute]. (2009). Sistema estatal de indicadores de la educación [National education indicators system]. Madrid: Ministerio de Educación.

  • Kee, D. (2002). A method for analytically generating three-dimensional isocomfort workspace based on perceived discomfort. Applied Ergonomics, 33, 51–62.

    Article  Google Scholar 

  • Keselman, H. J., et al. (1998). Statistical practices of educational researchers: An analysis of their ANOVA, MANOVA, and ANCOVA analyses′. Review of Educational Research, 68(3), 350–386.

    Google Scholar 

  • Kitsantas, A., Winsler, A., & Huie, F. (2008). Self-regulation and ability predictors of academic success during college: A predictive validity study. Journal of Advanced Academics, 20, 42–68.

    Google Scholar 

  • Kuh, G. D. (1996). Guiding principles for creating seamless learning environments for undergraduates. Journal of College Student Development, 37, 135–148.

    Google Scholar 

  • Kuh, G. D. (2009). What student affairs professionals need to know about student engagement. Journal of College Student Development, 50(6), 683–706.

    Article  Google Scholar 

  • Kuresman, K. (2008). Personal tutoring in higher education. Journal of College Student Development, 49, 511–513.

    Article  Google Scholar 

  • Lake, D. A. (1999). Peer tutoring improves student performance in an advanced physiology course. Advances in Physiology Education, 21(1), 86–92.

    Google Scholar 

  • Ledesma, R., Macbeth, G., & Cortada de Kohan, N. (2008). Tamaño del efecto: Revisión teórica y aplicaciones con el sistema sstadístico ViSta [Effect size: Theoretical revision and applications with the statistical system ViSta]. Revista Latinoamericana de Psicología, 40(3), 425–439.

    Google Scholar 

  • Lee, D., Olson, E., Locke, B., Michelson, S. T., & Odes, E. (2009). The effects of college counseling services on academic performance and retention. Journal of College Student Development, 50, 305–319.

    Google Scholar 

  • Leppel, K. (2002). Similarities and differences in the college persistence of men and women. The Review of Higher Education, 25(4), 433–450.

    Article  Google Scholar 

  • Martín, M. A., et al. (2004). Análisis de las causas del fracaso escolar en las ingenierías técnicas y propuestas de mejora [Analysis of the causes of school failure in technical engineering and proposals for improvement]. Retrieved March 14, 2006 from http://www.mec.es/univ/html/informes/estudios_analisis/resultados_2004/ea0155/fracaso_escolar.pdf.

  • Martínez, R. (1995). El método de encuestas por muestreo: Conceptos básicos [The method of surveying by sampling: Basic concepts]. In M. T. Anguera, J. Arnau, M. Ato, R. Martínez, J. Pascual, & G. Vallejo (Eds.), Métodos de investigación en Psicología (pp. 385–432) [Research methods in Psychology]. Madrid: Síntesis.

  • Ministerio de Educación [Ministry of Education]. (2009). Datos y Cifras del Sistema Universitario [Data of Spanish University System]. Madrid: Secretaría General Técnica.

  • Ministerio de Educación, Cultura y Deporte [Ministery of Education, Culture and Sport]. (2001). Ley Orgánica de Universidades [Organic Law of Universities]. Retrieved November 26, 2010 from http://www.boe.es/boe/dias/2007/04/13/pdfs/A16241-16260.pdf.

  • Murtaugh, P. A., Burns, L. D., & Schuster, J. (1999). Predicting the retention of university students. Research in Higher Education, 40(3), 355–371.

    Article  Google Scholar 

  • Mynard, J., & Almarzouqi, M. (2006). Investigating peer tutoring. ELT Journal, 60(1), 13–22.

    Article  Google Scholar 

  • Nestel, D., & Kidd, J. (2003). Peer tutoring in patient-centred interview skills: Experience of a project for first-year students. Medical Teacher, 25(4), 398–403.

    Article  Google Scholar 

  • Odell, K., Mahon, J., & Wang, G. (2003). Diversity on college campuses today. College Student Journal, 37(1), 16–26.

    Google Scholar 

  • Pascarella, E. T., & Terenzini, P. T. (2005). How college affects students (Vol 2): A third decade of research. San Francisco, CA: Jossey-Bass.

    Google Scholar 

  • Phan, H. (2010). Critical thinking as a self-regulatory process component in teaching and learning. Psicothema, 22(2), 284–292.

    Google Scholar 

  • Pozar, F. (2002). Inventario de hábitos de estudio (6th ed.) [Study habits inventory]. Madrid: TEA Ediciones.

  • Pozo, C. (2000). El fracaso académico en la Universidad: Evaluación e intervención preventiva [Academic failure at the University: Evaluation and preventive intervention]. Almería: Servicio de Publicaciones de la Universidad de Almería.

  • Quintrell, N., & Westwood, M. (1994). The influence of a peer-pairing program on international students’ first year experience and use of student services. Higher Education Research and Development, 13(1), 49–57.

    Article  Google Scholar 

  • Red Española de Agencias de Calidad Universitaria [Spanish Network of University Quality Agencies]. (2009). Recomendaciones para el seguimiento de los títulos oficiales [Recommendations for the follow up of oficial degrees] Retrieved November 26, 2010 from http://calidad.ugr.es/pages/secretariados/ev_calidad/docs/seguimientotitulacionesreacu.

  • Robinson, D. R., Schofield, J. W., & Steers, K. L. (2005). Peer and cross-age tutoring in math: Outcomes and their design implications. Educational Psychology Review, 17(4), 327–362.

    Article  Google Scholar 

  • Rodríguez, J. (Dir.) (2004). Tasas de éxito y fracaso académico universitario: Identificación y análisis de variables psicoeducativas [Academic success and failure rates at the University: Identification and analysis of psycoeducational variables]. Retrieved March 14, 2006 from http://www.centrorecursos.com/mec/ayudas/CasaVer.asp?P=29~~96.

  • Rohrbeck, C. A., Ginsburg, M. D., Fantuzzo, J. W., & Miller, T. R. (2003). Peer-assisted learning interventions with elementary school students: A meta-analytic review. Journal of Educational Psychology, 95, 240–257.

    Article  Google Scholar 

  • Ryan, M. P., & Glenn, P. A. (2003). Increasing one-year retention rates by focusing on academic competence: An empirical odyssey. Journal of College Student Retention, 4(3), 297–324.

    Article  Google Scholar 

  • Salerno, C. (2005). Financing higher education: The economics of options, trade-offs and dilemmas. In Council of Europe (Ed.), The public responsibility for higher education and research (pp. 181–192). Brussels: Council of Europe Higher Education Publishing.

    Google Scholar 

  • Schroeder, C. (2004). Collaborative partnership between academic and student affairs. In J. Gardner, L. Upcraft, & B. Barefoot (Eds.), Challenging and supporting the first-year student: A handbook for improving the first year of college (pp. 204–220). San Francisco, CA: Jossey-Bass.

    Google Scholar 

  • Sociedad Española de Nutrición Básica y Aplicada [Spanish Society of Basic and Applied Nutrition]. (2004). Recursos didácticos de la SENBA [Didactical resources of the SENBA]. Retrieved May 26, 2006 from http://www.senba.es.

  • Tindall, J. A. (1995). Peer programs: An in-depth look at peer helping. Planning, implementation and administration. Muncie, IN: Accelerated Development.

    Google Scholar 

  • Tinto, V. (1993). Leaving College: Rethinking the causes and cures of student attrition (2nd ed.). Chicago, IL: University of Chicago Press.

    Google Scholar 

  • Topping, K. J. (1996). The effectiveness of peer tutoring in further and higher education: A typology and review of the literature. Higher Education, 32, 321–345.

    Article  Google Scholar 

  • Topping, K. J. (2005). Trends in peer learning. Educational Psychology, 25(6), 631–645.

    Article  Google Scholar 

  • Topping, K. J., & Ehly, S. W. (Eds.). (1998). Peer-assisted learning. Mahwah, NJ: Lawrence Erlbaum.

    Google Scholar 

  • Tuckman, B. W. (2003). The effect of learning and motivation strategies training on college students’ achievement. Journal of College Student Development, 44(3), 430–437.

    Article  Google Scholar 

  • Valle, A. (1996). Determinantes cognitivo-motivacionales del rendimiento académico en estudiantes universitarios [Cognitive and motivational factors of academic performance in university students]. Unpublished doctoral dissertation, University of A Coruña, Spain.

  • Van Stolk, C., Tiessen, J., Cliff, J., & Levitt, R. (2007). Student retention in higher education courses. International comparison. Cambridge, UK: RAND Europe.

    Google Scholar 

  • Vicerrectorado para la Garantía de la Calidad [Vicerrectorate for Quality Assurance]. (2008). Directrices sobre el sistema de garantía de la calidad de los títulos oficiales de grado de la Universidad de Granada [Guidelines in the quality assurance of oficial degrees of the University of Granada] Retrieved November 26, 2010 from http://calidad.ugr.es/pages/secretariados/ev_calidad/descargas/directrices.

  • Warwick, J. F., & Holton, D. (2001). Peer tutoring in first-year undergraduate Mathematics. International Journal of Mathematical Education in Science and Technology, 32(2), 161–173.

    Article  Google Scholar 

  • Whitt, E. J., Nesheim, B. E., Guentzel, M. J., Kellogg, A. H., McDonald, W. M., & Wells, C. A. (2008). “Principles of good practice” for academic and student affairs partnership programs. Journal of College Student Development, 49(3), 235–249.

    Article  Google Scholar 

  • Wolf-wendel, L., Ward, K., & Kinzie, J. (2009). A Tangled Web of Terms: The overlap and unique contribution of involvement, engagement, and integration to understanding college student success. Journal of College Student Development, 50(4), 407–428.

    Article  Google Scholar 

  • Xu, Y., Hartman, S., Uribe, G., & Mencke, R. (2001). The effects of peer tutoring on undergraduate students’ final examination scores in mathematics. Journal of College Reading and Learning, 32(1), 22–31.

    Google Scholar 

  • Zarcone, V. P. (2000). Sleep hygiene. In M. H. Kryger, T. Roth, & W. C. Dement (Eds.), Principles and practice of sleep medicine (3rd ed., pp. 657–661). Philadelphia, OH: W. B. Saunders.

    Google Scholar 

Download references

Acknowledgments

This paper was written under funding from the Ministry of Science and Innovation of Spain, National Research Plan I+D+i Grant Ref. SEJ2007-68099.

Author information

Authors and Affiliations

  1. University of Granada, Facultad de Ciencias de la Educación, Campus de Cartuja s/n, 18071, Granada, Spain

    José L. Arco-Tirado & Francisco D. Fernández-Martín

  2. University Autónoma of Madrid, Madrid, Spain

    Juan-Miguel Fernández-Balboa

Authors
  1. José L. Arco-Tirado
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Francisco D. Fernández-Martín
    View author publications

    You can also search for this author in PubMed Google Scholar

  3. Juan-Miguel Fernández-Balboa
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to José L. Arco-Tirado.

Additional information

Disclaimer: However, any opinions expressed are those of the authors and do not represent Ministry of Science and Innovation positions or policies.

Rights and permissions

Reprints and permissions

About this article

Cite this article

Arco-Tirado, J.L., Fernández-Martín, F.D. & Fernández-Balboa, JM. The impact of a peer-tutoring program on quality standards in higher education. High Educ 62, 773–788 (2011). https://doi.org/10.1007/s10734-011-9419-x

Download citation

  • Published:

  • Issue Date:

  • DOI: https://doi.org/10.1007/s10734-011-9419-x

Keywords

Search

Navigation