What is it about?
This study may be the first to apply realist evaluation principles to a peer tutoring programme in a higher education context. This programme aimed to improve performance and reduce drop-outs in the English language programme of a Colombian university. The study found that the scheme could be more effective by taking into account factors related to the context.
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Why is it important?
This may be the first evaluation of a peer tutoring programme to draw on realistic evaluation principles. Theories of change are rarely developed prior to the implementation of programmes in higher education settings in Latin America. As such, the theory of change developed in this study can inform the implementation and evaluation of peer tutoring programmes in similar contexts.
Perspectives
Evaluation of peer tutoring programmes in Latin American higher education can be improved by drawing on realistic evaluation principles. Specifically, by considering the importance of contextual factors and mechanisms which may impact the implementation and success of such programmes, this study aims to make a valuable contribution to the limited literature on peer tutoring programme evaluation.
Dr Lee Mackenzie
Liverpool Hope University
Read the Original
This page is a summary of: Evaluation of an English language peer tutoring intervention, The International Journal of Educational Management, December 2019, Emerald,
DOI: 10.1108/ijem-04-2019-0129.
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