The influence of experimental design on the magnitude of the effect size -peer tutoring for elementary, middle and high school settings: A meta-analysis

A meta-analysis was undertaken on a form of cooperative learning, peer tutoring. The effects of experimental design on outcomes were explored, as measured by Effect Size (ES). Forty one articles with 49 studies were included in the meta-analysis. ES were positive for peer tutoring with highest effects in elementary, reciprocal role tutoring conducted with low socio-economic class students with high ethnic minorities. ES was influenced by experimental design including design, matching of population samples at pre-test and selection of attainment measures. The implications for future meta-analyses and educational research design in peer tutoring and more broadly are explored.