Nudging study habits: A field experiment on peer tutoring in higher education
Todd Pugatch and
Nicholas Wilson
Economics of Education Review, 2018, vol. 62, issue C, 151-161
Abstract:
More than two of every five students who enroll in college fail to graduate within six years. Peer tutoring offers one approach to improve learning outcomes in higher education. We conducted a randomized controlled experiment designed to increase take-up of university tutoring services. Brief, one-time messages increased tutoring take-up by seven percentage points, or 23% of the control group mean. Attendance at multiple tutoring sessions increased by nearly the same amount, suggesting substantial changes in study habits in response to a simple and inexpensive intervention. The intervention cost $3.32–$14.58 per additional tutoring hour, the lowest reported in the literature on peer tutoring experiments. We find little evidence of advertising-induced tutoring on learning outcomes.
Keywords: Peer tutoring; Human capital investment; Behavioral response to advertising; Nudges; Higher education (search for similar items in EconPapers)
JEL-codes: D83 I23 (search for similar items in EconPapers)
Date: 2018
References: Add references at CitEc
Citations: View citations in EconPapers (13)
Downloads: (external link)
http://www.sciencedirect.com/science/article/pii/S0272775717303849
Full text for ScienceDirect subscribers only
Related works:
Working Paper: Nudging Study Habits: A Field Experiment on Peer Tutoring in Higher Education (2017)
Working Paper: Nudging Study Habits: A Field Experiment on Peer Tutoring in Higher Education (2017)
This item may be available elsewhere in EconPapers: Search for items with the same title.
Export reference: BibTeX
RIS (EndNote, ProCite, RefMan)
HTML/Text
Persistent link: https://EconPapers.repec.org/RePEc:eee:ecoedu:v:62:y:2018:i:c:p:151-161
DOI: 10.1016/j.econedurev.2017.11.003
Access Statistics for this article
Economics of Education Review is currently edited by E. Cohn
More articles in Economics of Education Review from Elsevier
Bibliographic data for series maintained by Catherine Liu (repec@elsevier.com).