Evaluating The Impact Of One-On-One Online Tutoring On Mathematics Attainment: A Study Of Students Preparing For The Year 6 Standard Attainment Tests (SATs)
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This study evaluates the impact of structured one-on-one online tutoring onmathematics attainment among Year 6 students preparing for England’s StandardAssessment Tests (SATs). The research addresses a critical gap by focusingspecifically on the effectiveness of digital tutoring interventions within high-stakesassessment environments. Guided by Vygotsky’s Zone of Proximal Development andSweller’s Cognitive Load Theory, the study utilized a Retrospective, mixed-methodshort-term longitudinal design, analyzing data from 328 students over 10 consecutiveweeks. Key variables, including student engagement, student perception (enjoyability,understandability, usefulness), and technical issues, were assessed in relation tooverall student progress. Analysis of the data indicated an average improvement of49.07% in students' mathematics proficiency, based on a comparison of pre- andpost-session assessment results. Regression findings showed that tutorunderstandability and session usefulness were strong positive predictors of studentprogress, while technical disruptions significantly hindered learning outcomes.Student engagement and session enjoyability exhibited minimal predictive value. Theresults highlight that instructional clarity, perceived usefulness, and uninterruptedtechnical delivery are critical to maximizing learning gains in online tutoring contexts.This study offers practical recommendations for EdTech providers, educators, andpolicymakers, affirming that well-structured online tutoring can serve as an effectiveand scalable tool to bridge learning gaps in mathematics education.
