Investigating the effectiveness of peer academic writing tutorials on student learning, achievement and retention

The aim of this study is to investigate the effectiveness of peer-led academic writing tutorials on student learning, achievement and retention. During the Autumn term 2009, London Metropolitan University students from various disciplines were asked to complete a questionnaire that investigated students’ attitudes to academic study. In particular, the questionnaire focused on areas such as motivation, knowledge, attitudes, beliefs and skills related to successful learning. Students also had the opportunity to attend a peer tutorial at the London Metropolitan University Writing Centre to discuss a particular module assignment if they wished.

Project status:

Over 230 responses have been collected. The next stage of the project involves matching all students who attended the Writing Centre for a tutorial with those who did not attend, using variables such as motivation levels and demographics. Inferential statistical tests will be conducted to investigate differences in student learning, achievement and retention between the two groups.