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The Effectiveness of Peer Tutoring on Student Achievement at the University Level


  • Vincent G. Munley
  • Eoghan Garvey
  • Michael J. McConnell


No abstract is available for this item.

Suggested Citation

  • Vincent G. Munley & Eoghan Garvey & Michael J. McConnell, 2010. "The Effectiveness of Peer Tutoring on Student Achievement at the University Level," American Economic Review, American Economic Association, vol. 100(2), pages 277-282, May.
  • Handle: RePEc:aea:aecrev:v:100:y:2010:i:2:p:277-82 Note: DOI: 10.1257/aer.100.2.277

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    References listed on IDEAS

    1. David J. Zimmerman, 2003. "Peer Effects in Academic Outcomes: Evidence from a Natural Experiment," The Review of Economics and Statistics, MIT Press, vol. 85(1), pages 9-23, February.
    2. Bruce Sacerdote, 2001. "Peer Effects with Random Assignment: Results for Dartmouth Roommates," The Quarterly Journal of Economics, Oxford University Press, vol. 116(2), pages 681-704.
    3. Julian R. Betts & Darlene Morell, 1999. "The Determinants of Undergraduate Grade Point Average: The Relative Importance of Family Background, High School Resources, and Peer Group Effects," Journal of Human Resources, University of Wisconsin Press, vol. 34(2), pages 268-293.
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    Cited by:

    1. Volker Schöer & Debra Shepherd, 2013. "Compulsory tutorial programmes and performance in undergraduate microeconomics: A regression discontinuity design," Working Papers 27/2013, Stellenbosch University, Department of Economics.

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    JEL classification:

    • I23 - Health, Education, and Welfare - - Education - - - Higher Education; Research Institutions


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