Pilot and Evaluation of Peer Tutor program in Computing Science

Grant program: Teaching and Learning Development Grant (TLDG)

Grant recipient: Diana Cukierman, university lecturer, School of Computing Science

Project team: Ali Khamesy and Mirjana Prpa, research assistants

Timeframe: January 2019 to May 2023

Funding: $6000

Course addressed: CMPT 120 – Introduction to Computing Science and Programming 

Final Report: View Diana Cukierman's final report (PDF)

Description: 

This project piloted and assessed a Peer Tutor program in a School of Computing Science course, CMPT 120, where 408 students were enrolled, many with no programming background. The pilot deployed five undergraduate peer tutors who had previously completed the course, each providing 50-minute weekly sessions throughout the semester.

The research examined seven research questions about session structure, student demographics and attendance, satisfaction impacts, improvement suggestions, grade correlations, and perceived benefits for both students and peer tutors. Data sources included semi-structured interviews with all five peer tutors, beginning and end-of-semester surveys, attendance records, and exam performance data. Analysis revealed that peer tutoring provided value beyond course content, including empathy, encouragement, and approachability that students often preferred over traditional teaching assistant office hours.

Key findings demonstrated that peer tutors successfully supported students across experience levels. Students valued fresh perspectives on problems, emotional support, and understanding concepts through different approaches. Peer tutors reported solidifying their own knowledge, developing teaching and communication skills, and building connections with instructors and peers. While no statistically significant grade differences emerged between attendees and non-attendees, the program established foundations for what became an ongoing departmental initiative serving multiple courses. The pilot's lessons directly informed implementation of an established peer tutoring program that continues to operate, demonstrating the study's practical impact on departmental teaching practices.

Questions addressed:

• What did a typical peer tutor session look like and what unusual experiences emerged? 
• What were the demographics of students attending peer tutor sessions and why did some students not attend?
• Did the program improve student satisfaction with the course and university academic experience? 
• What suggestions did peer tutors and students have for improving the experience?  
• Was there notable improvement in grades for students who attended sessions? 
• What benefits did students and peer tutors perceive from the program?

Knowledge sharing: Findings were shared directly with department administrators immediately after pilot completion to inform implementation of expanded program. Lessons learned transmitted through various meetings with colleagues planning similar pilots in other disciplines. Plans for publication in CS Education forums including SIGCSE and ITICSE conferences, with submissions to ACM-affiliated internationally recognized venues.

Keywords: Peer tutoring, computing science education, introductory programming, mixed-methods evaluation, student support, undergraduate teaching assistants, CMPT 120, qualitative interviews, educational assessment, academic experience