Online tutoring programmes have emerged as an effective strategy for narrowing the educational gaps that were exacerbated by the pandemic. Claudia Hupkau, Lucas Gortazar and Antonio Roldan-Mones outline how an eight-week online maths tutoring programme in Spain improved the performance of teenagers and generated some positive effects in relation to their social and emotional skills.
In recent years, intensive, in-person tutoring has been shown to have large, positive impacts on pupils’ learning at a reasonable cost. The pandemic negatively affected education across the globe, hitting disadvantaged pupils the hardest. The crisis drew attention to tutoring programmes as an effective strategy to narrow the educational gaps that widened during the pandemic, and many governments, including the UK, introduced online tutoring to counter the negative effects of the pandemic.
This shift to virtual tutoring has not only been driven by pandemic-induced social distancing measures but has also been facilitated by advancements in technology and evolving habits. In a new study, we used a randomised controlled trial to test the effectiveness of online tutoring.
The Menπores Programme
The Menπores maths programme is an innovative initiative providing eight weeks of intensive, online after-school tutoring to disadvantaged secondary school pupils in Spain, aged 12 to 15. Four key characteristics set Menπores apart from other tutoring programmes. Firstly, the programme was entirely conducted online, making it adaptable to a variety of situations and accessible to pupils of all backgrounds. Secondly, most of the tutors were qualified maths teachers, ensuring that pupils received high-quality instruction.
Thirdly, tutoring sessions were conducted in groups of two pupils per tutor, promoting collaboration and personalised attention. Lastly, Menπores focused not only on improving maths skills but also on enhancing pupils’ socio-emotional support, addressing factors such as motivation, wellbeing and work routines. This holistic approach aimed to tackle the effects of the pandemic on pupils’ mental health and harness the growing recognition of the importance of socio-emotional skills for education and future job prospects.
We designed the academic and pedagogic content of the Menπores programme in collaboration with “Empieza por Educar” (ExE), the Spanish branch of Teach for All, an NGO dedicated to training young teachers working with vulnerable and low-income pupils. The recruitment of programme participants occurred in two stages.
First, schools interested in the programme were identified. Second, the programme was introduced to pupils in participating schools, and those in need of maths support were encouraged to sign up. Pupils were randomly assigned to the programme, and the randomisation was done in blocks by classes to enhance the positive aspects of the experimental design. These measures ensured a fair distribution and allowed pupils in the same group to know each other.
Data collection was comprehensive, capturing pupil and family characteristics during online registration. Baseline and endpoint surveys included standardised maths tests and questions related to socio-emotional wellbeing, aspirations and past performance.
To minimise attrition, surveys were administered during regular maths classes to all pupils in classrooms with programme participants. A parent survey was conducted at the end of the programme to gather information on academic outcomes such as final maths grades, subject passing rates and the need to repeat the school year. Real-time data on participation, connection time and connection quality were also collected throughout the programme’s duration.
Working together works
We found pupils who were tutored through the Menπores programme did better on average than the control group on a standardised maths test at the end of the course and parent surveys revealed significant effects of the programme on end-of-year maths grades, subject passing rates and a notable reduction in the likelihood of pupils repeating a school year. A follow-up survey conducted one year after the end of the programme suggests that the benefits of the programme persist even after its conclusion. Participants had a higher end-of-year maths grade and were more likely to have passed the subject.
The tutoring had a particular focus on pupil motivation, which tutors were meant to foster using the growth mindset approach. The programme heightened pupils’ aspirations and we also found improvements in effort and engagement at school. Despite the programme’s focus on socio-emotional support, we find there were no effects on pupils’ motivation, self-perceived maths competency, their fondness for mathematics or grit. It is likely that our programme was too short to be able to change these outcomes. In fact, recent research suggests that grit, for instance, is a highly heritable personality trait with limited malleability.
Digging deeper into the programme’s mechanics, the study found that it was more effective for pupils with higher baseline achievement levels and when pupils in a group shared the same gender. Surprisingly, the ability match within the group did not significantly impact the programme’s effectiveness. While these findings offer valuable insights, further research is needed to explore these mechanisms in greater detail.
A complement not a substitute
This study contributes to our understanding of the effectiveness of online tutoring in closing educational gaps, particularly among disadvantaged pupils. Comparing Menπores to similar programmes in Italy and the United States, we find that its success is notable for three primary reasons.
Firstly, Menπores employed qualified, paid teachers as tutors, setting it apart from programmes that rely on volunteer tutors. Secondly, the programme’s two-on-one group format proved effective, providing scalability advantages over one-on-one tutoring. Lastly, Menπores was implemented during post-pandemic times, which allowed us to assess its efficacy under normal circumstances. The results offer evidence that online tutoring can complement traditional in-class teaching rather than serve as a substitute.
In terms of policy, governments worldwide are investing substantial resources into tutoring programmes. Menπores costs approximately €300 per pupil and our findings suggest that this investment is worthwhile, comparing well with interventions such as summer schools or increasing instruction time by one hour per day.
Moreover, scalability seems feasible, provided pupils have access to the required technology and tutors are available. This research also highlights that paid tutors may offer a more sustainable solution than relying solely on volunteers. They are more likely to provide consistent, high-quality instruction with lower turnover rates.
As we continue to navigate the evolving landscape of education, this study offers valuable insights into the potential of online tutoring to bridge educational gaps and support pupils in their academic and socio-emotional growth. The Menπores programme serves as a promising example of how innovative approaches can play a crucial role in shaping the future of education, ensuring a brighter tomorrow for all pupils, regardless of their backgrounds.
This article is based on the CEP discussion paper ‘Online tutoring works: experimental evidence from a programme with vulnerable children’
Note: This article gives the views of the authors, not the position of EUROPP – European Politics and Policy or the London School of Economics. Featured image credit: Aleksandra Suzi / Shutterstock.com
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