eprintid: 10019960
rev_number: 8
eprint_status: archive
userid: 587
dir: disk0/00/01/99/60
datestamp: 2014-10-29 10:56:07
lastmod: 2017-12-07 21:35:49
status_changed: 2014-10-29 10:56:07
type: thesis
metadata_visibility: show
creators_name: Rushforth, Katie
title: The quality and effectiveness of one-to-one private tuition in England
ispublished: unpub
divisions: B14
note: Thesis: (PhD) University of London Institute of Education, 2011.
abstract: There is a belief amongst educators and laymen that one-to-one tutoring is inevitably positive
and effective. Although some research has shown that tutoring programmes can be very
effective in raising achievement, other surveys have found negligible learning gains. These
findings raise questions about the quality of PT. Literature has focussed on effective practice
for specific subjects and age groups; few studies have examined effectiveness from the
perspective of the tutor and student. This thesis aimed to determine the impact of private
tuition (PT) on KS2 and GCSE achievement and to explore tutors' and students' views of
effective pedagogy. Data on PT participation collected from over 2000 pupils in years 6 and 11
enrolled in 30 primary and 28 secondary schools was matched with government achievement
and pupil background data. Using statistical modelling that reflects school effects in the data,
pupils who received PT in maths achieved significantly higher GCSE maths results. There was
no evidence to suggest that PT in English and science made an impact on respective GCSE or
KS2 attainment. Using a combined measure of tuition in any subject, findings indicated that
extended periods of PT made a small impact on maths and average KS2 score.
In the second study, data was collected to determine tutors' and students' views of effective
pedagogy by contacting tutors who advertise online and by utilising word-of-mouth
recruitment methods. A total of 204 tutors and 90 tutored students completed
questionnaires. The achievement gains perceived by both tutors and students contradict the
quantitative findings; almost all participants considered PT to be effective in raising
achievement and confidence, demonstrating that for some students PT can be very beneficial.
Tutors' and students' views of effective tutoring included the perceived importance of subject
knowledge, rapport and patience; although there was some variation by subject and age
group.
date: 2011
date_type: completed
official_url: http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.534801
oa_status: green
thesis_class: doctoral_open
language: eng
primo: open
primo_central: open_green
full_text_status: public
pages: 379
institution: Institute of Education, University of London
thesis_type: Doctoral
citation:        Rushforth, Katie;      (2011)    The quality and effectiveness of one-to-one private tuition in England.                   Doctoral thesis , Institute of Education, University of London.     Green open access   
 
document_url: https://discovery.ucl.ac.uk/id/eprint/10019960/1/RUSHFORTH%2C%20K.pdf