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Peer tutoring in higher education: power from pedagogical training

Author

Listed:
  • Pengyu Lin

    (Wenzhou-Kean University)

  • Qingqing Zhou

    (University of Illinois Urbana-Champaign)

  • Jingyu Ma

    (Wenzhou-Kean University)

  • Xiangxin Wang

    (Wenzhou-Kean University)

  • Jiang Wu

    (Wenzhou-Kean University)

Abstract

This study highlights the transformative impact of pedagogical training on peer tutors, showing a notable reduction in controlling teaching styles among trained tutors compared to those without such training. Using a mixed-methods approach, researchers demonstrated profound improvements in tutors’ teaching skills and tutees’ satisfaction and academic confidence. It reveals that peer tutors refine their instructional methods and develop distinct teaching personas, clearer communication, and enhanced engagement strategies, resulting in higher tutee satisfaction. The data underscores the importance of constructing a BOPPPS framework and fostering active interaction between tutors and tutees to create an immersive learning environment that supports both academic progress and personal growth. Additionally, semi-structured interviews highlighted tutees’ varied responses to different tutoring sessions, showing a preference for sessions using scaffolding strategies, a technique tutors acquired through pedagogical training.

Suggested Citation

  • Pengyu Lin & Qingqing Zhou & Jingyu Ma & Xiangxin Wang & Jiang Wu, 2025. "Peer tutoring in higher education: power from pedagogical training," Palgrave Communications, Palgrave Macmillan, vol. 12(1), pages 1-13, December.
    • Handle: RePEc:pal:palcom:v:12:y:2025:i:1:d:10.1057_s41599-025-04860-6
    DOI: 10.1057/s41599-025-04860-6
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    1. Aickin, M. & Gensler, H., 1996. "Adjusting for multiple testing when reporting research results: The Bonferroni vs Holm methods," American Journal of Public Health, American Public Health Association, vol. 86(5), pages 726-728.
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