A Meta-analysis: Examining the Academic Effects of Cross-age Tutoring

• In Event: The Efficacy of Sound Partners when Implemented by Elementary Tutors: Academic Outcomes and Student Perceptions

Abstract

Cross-age tutoring, a structured learning model where a non-professional older tutor teaches a younger student, has attracted growing attention for its potential to enhance learning outcomes through peer interaction while remaining cost-effective to implement. This meta-analysis sought to update and extend previous research by synthesizing academic effects across a broader range of studies. We had two main objectives: first, to examine cross-age tutoring's overall impact on academic outcomes for both tutors and tutees, and second, to explore whether factors like tutor type (older students versus adult volunteers), session frequency, tutee risk status (such as learning difficulties), and subject domain (reading versus math) influence how effective cross-age tutoring programs are.

Our work builds on Vygotsky's sociocultural theory, particularly his concept of the Zone of Proximal Development, which highlights how guided learning through interaction with more knowledgeable others facilitates development. We also drew from the ICAP framework (Interactive, Constructive, Active, Passive), which helps explain the cognitive benefits tutors experience through self-explanation and verbal engagement that deepens their own content understanding.

To address our research questions, we conducted a systematic review and meta-analysis examining 32 experimental and quasi-experimental studies from English-language peer-reviewed journals and dissertations. All studies met strict inclusion criteria regarding research design, outcome measures, and tutoring structure. We calculated effect sizes using Hedges' g and applied robust variance estimation to account for dependence when studies contributed multiple effect sizes. Moderator analyses used meta-regression techniques.

Our results showed a small to moderate positive effect for cross-age tutoring on academic outcomes overall (g = 0.34), with positive effects for both tutors (g = 0.39) and tutees (g = 0.33). The moderator analyses revealed no significant differences based on tutor type, session frequency, tutee risk status, or subject domain, suggesting cross-age tutoring works effectively across diverse educational contexts. Sensitivity analyses confirmed these findings were robust, and our publication bias assessments did not indicate serious validity threats.

These findings carry both scientific and practical importance. Scientifically, this study provides the most current and comprehensive synthesis of academic outcomes in cross-age tutoring research, extending past work by incorporating newer studies and examining effects for both tutors and tutees. From a practical standpoint, our results support using older students as effective tutors, especially valuable in resource-constrained educational settings. The absence of differential effects across moderators demonstrates this model's flexibility and potential for scaling up. Moving forward, researchers should explore psychosocial moderators, examine cost-effectiveness more thoroughly, and investigate implementation fidelity to further optimize cross-age tutoring as an equitable, evidence-based educational practice.

Author

• Andrew Eunghyun Chang, Vanderbilt University