Online tutoring can transform education for disadvantaged youngsters Online tutoring has emerged as an effective strategy for narrowing the educational gaps that were exacerbated by the pandemic. Lucas Gortazar, Claudia Hupkau and Antonio Roldan Mones outline the positive impact of an eight-week maths programme for teenagers in Spain, which not only raised their test scores but also their aspirations.

When the Covid-19 pandemic affected education across the globe, it hit disadvantaged pupils the hardest, exacerbating existing educational gaps (Betthäuser et al, 2023). As intensive, in-person tutoring has been shown to have large, positive impacts on pupils' learning at a reasonable cost (Nickow et al, 2020), many governments turned to tutoring programmes as a strategy to narrow the gaps. In many countries, including the UK, these programmes included online tutoring. This shift to virtual tutoring has also been facilitated by advances in technology and evolving habits.

In a recent study, we used a randomised controlled trial to evaluate the effectiveness of online tutoring. The intervention that we tested was the Menπores maths programme. This provided eight weeks of intensive, online afterschool tutoring to disadvantaged secondary school pupils in Spain, aged 12-15. Four key characteristics set Menπores apart from other tutoring programmes:

• First, the programme was conducted entirely online, making it adaptable to a variety of situations and accessible to pupils of all backgrounds.
• Second, most of the tutors were qualified maths teachers, ensuring that pupils received high-quality instruction.
• Third, 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, a non-governmental organisation 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, then the programme was introduced to pupils in participating schools, and those in need of maths support were encouraged to sign up.

Pupils who signed up were randomly assigned to either the treatment or control group. Randomisation was stratified at the classroom level, to ensure that in each classroom there was an equal share of treated and non-treated pupils. Among those assigned to the treatment group, we randomly matched two classmates to form the tutoring group of two. Stratification at the classroom level allowed us to enhance the positive aspects of the experimental design, ensured a fair distribution and allowed pupils in the same group to know each other.

Online tutoring has the potential to support pupils in both their academic and socio-emotional growth

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.

Working together works

Our analysis shows that 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. We find 89% of tutored pupils passed the subject, compared to 68% among the control group, meaning tutored pupils were 21 percentage points, or about 30%, more likely to pass the subject – they were also 74% less likely to have to repeat the year.

A follow-up survey conducted one year after the end of the programme suggests that the benefits of the programme persisted 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 (Dweck, 1986). The programme heightened pupils' aspirations and there were improvements in effort and engagement at school.

Despite the programme's focus on socio-emotional support, there were no effects on pupils' motivation, their self-perceived maths competency, their fondness for maths or their grit. It is likely that the programme was too short to be able to change these outcomes. In fact, recent research suggests that grit, for example, is a highly heritable personality trait with limited malleability (Rimfeld et al, 2016).

Digging deeper into the programme's mechanics, the study indicates 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 affect the programme's effectiveness. While these f indings offer valuable insights, further research is needed to explore these mechanisms in greater detail.

Just eight weeks of online after-school tutoring from qualified maths teachers helped disadvantaged teenagers improve their test scores

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:

• First, Menπores employed qualified, paid teachers as tutors, setting it apart from programmes that rely on volunteer tutors.
• Second, the programme's two-to-one group format proved effective, providing scalability advantages over one-to-one tutoring.
• Third, 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.

Tutoring in pairs showed similar results to one-to-one tutoring programmes

In terms of policy, governments worldwide are investing substantial resources into tutoring programmes. Menπores cost approximately €300 per pupil and our f indings suggest that this investment is worthwhile, comparing well with interventions such as summer schools (Cooper et al, 2000) or increasing instruction time by one hour per day (Higgins et al, 2012).

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.

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20 June 2024     Paper Number CEPCP679

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This CentrePiece article is published under the centre's Education programme.