Are peer tutoring programs effective in promoting academic achievement and self-concept in educational settings : a meta-analytical review

![CDATA[Previous meta-analyses of the effects of peer tutoring on academic achievement and self-concept have been confined to specific populations, particular subject content, plagued with methodological flaws in meta-analysis or did not capture theoretical and methodological advances in self-concept research. An updated, comprehensive meta-analysis evaluating the effect of peer tutoring on academic achievement and self-concept was conducted, based on current advances in meta-analysis methodology, engaging a wide range of participants, subject content and adopting a construct validity approach to the study of self-concept intervention effects. The findings demonstrated that peer-tutoring programs impacted positively on academic achievement (unweighted mean ES =0.83, SD =1.30; weighted ES =0.50, p<.05, 95% confidence interval = 0.46 -0.54) and self-concept (unweighted mean ES =0.58, SD =0.74; weighted ES =0.67, p< .05, 95% confidence interval =0.55 -0.79). On the basis of construct validity approach, homogeneity analyses (QB=57.00, k=1, p<.05) showed that peer-tutoring programs had greater effect on target domains of self-concept consistent with the design of the intervention than on non-target self-concept. The implications of these findings are discussed.]]