Effekte von institutionellem Nachhilfeunterricht auf das selbstregulierte Lernverhalten und die Mathematikleistung

Although a quite high percentage of German students is engaged in private tutoring, this type of learning support is widely neglected in the field of educational research. Specifically, there are only few empirical studies concerning the effectiveness of tutoring. Therefore, the aim of the presented study was to analyse the effects of tutoring on students' self-regulated learning (SRL) and their academic achievement in mathematics. Altogether, 38 students (grades five through nine), who were newly enrolled for tutoring, participated in the study. For researching the effects of tutoring, we conducted a pretest-posttest design and compared the development of the experimental group with a parallelised control group. Although the results showed no significant effect for overall SRL, significant effects for the motivational-affective variables could be found. Concerning academic achievement in mathematics no significant change could be documented for students' grades although the experimental group raised their numerical ability considerably more than the control group.