Evidence of impact

Tute's online learning is backed up by pedagogical research.

Find out just why it works below.

Online learning works in larger various group sizes

All evidence in the sections below pertains to lesson delivery where there are a wide variety of group sizes being utilised.  The maximum ratio is 1:12, but group sizes between 1-12 are commonplace. The average class size for course classes and TuteGo lessons is 4 students in a class, whilst the average class size for a learning programme is 5 and the average for a Virtual School class is 7 students per group (Data based on attendance for the week commencing 22.03.2021). 

Batdi Veli. (2015). A Meta-Analytic Study Concerning the Effect of Computer-Based Teaching on Academic 

Success in Turkey. EDUCATIONAL SCIENCES-THEORY & PRACTICE, 15(5), pp.1271-1286. 

 Chauhan Sumedha. (2017). A meta-analysis of the impact of technology on learning effectiveness of elementary students. COMPUTERS & EDUCATION, 105, pp.14-30. 

 Chen Juanjuan, Wang Minhong, Kirschner Paul A, and Tsai Chin-Chung. (2018). The Role of Collaboration, Computer Use, Learning Environments, and Supporting Strategies in CSCL: A Meta-Analysis. REVIEW OF EDUCATIONAL RESEARCH, 88(6), pp.799-843. 

Means Barbara, Toyama Yukie, Murphy Robert, Bakia Marianne, and Jones Karla. (2009). Evaluation of Evidence-Based Practices in Online Learning. Structure, pp.66-66.

Online learning can have a positive impact on: attainment

Surrey Case Study Data

Sample groups of GCSE students from both 2018-19 and 2019-20 have consistently attained their target/predicted grades, with students making up to 4 grades progress in 9 months.  Across the case study samples, students made an average of a 0.5 grades additional progress in 2018-19 and an average of 1.5 grades progress for 2019-20 over the duration of their study programmes. 

In the Surrey case study, small group tuition classes with a ratio of 1:4 students made an average of 2 full grades progress per student in both English and Maths and 1 full grade of progress in Science.   

Exam result analysis for all subjects 19-20:  

  • 88% of students met or exceeded their predicted grades across all subjects, with 73% attaining grade 4 or above 
  • 100% of students who attended and engaged with  Tute  Courses in English, Maths and Science met or exceeded their predicted grades.

Of these students: 

  • in English 73% attained grade 4 or above and 55% attained grade 5 or above 
  • in Maths 80% attained grade 4 or above and 60% attained grade 5 or above 
  • in Science 83% attained grade 4 or above and 68% attained grade 5 or above

Cheung Alan C K, and Slavin Robert E. (2013). The effectiveness of educational technology applications for enhancing mathematics achievement in K-12 classrooms: A meta-analysis. EDUCATIONAL RESEARCH REVIEW, 9, pp.88-113. 

Cui Panpan, and Zheng Lanqin. (2018). A Meta-analysis of the Peer Evaluation Effects on Learning Achievements in Blended Learning Environment. In: BLENDED LEARNING: ENHANCING LEARNING SUCCESS.p.227-237.  

der Kleij, Fabienne M, Feskens Remco C W, and Eggen Theo J H M. (2015). Effects of Feedback in a Computer-Based Learning Environment on Students’ Learning Outcomes: A Meta-Analysis. REVIEW OF EDUCATIONAL RESEARCH, 85(4), pp.475-511. 

Jeong HeisawnHmelo-Silver Cindy E, and Jo Kihyun. (2019). Ten years of Computer-Supported Collaborative Learning: A meta-analysis of CSCL in STEM education during 2005-2014. EDUCATIONAL RESEARCH REVIEW, 28. 

Kunkel Amy. (2015). The Effects of Computer-Assisted Instruction in Reading: A Meta-Analysis.  

Sandy-Hanson Anika E. (2006). A meta-analysis of the impact of computer technology versus traditional instruction on students in kindergarten through twelfth grade in the United States: A comparison of academic achievement, higher -order thinking skills, motivation, physical outcomes and social skills. Howard University. 

Online learning can have a positive impact on: enjoyment and engagement

Finding the voice of students engaging in online AP 

In this study of students engaging in online Alternative Provision with Tute, 205 students were surveyed.  90% said they enjoyed their lessons and 91% said that they would recommend it to others. Sample student comments were: 

“They are fun and interactive, and I learn a lot”  

“They are fun”  

“Very interactive”  

“Because we get a lot done and its interesting”  

“They (are) much better than school”  

“It’s easier to do stuff online with other children”  

“It’s easier to concentrate than in a classroom”  

Surrey Case Study Data  

Our case studies also demonstrate a considerable impact on engagement and attendance. In the Surrey case study, students attendance rose in all cases to between 83-100% from complete school refusal.  

In our ongoing student surveys of 1051 students, 88% agreed with the statement, ‘I enjoy Tute lessons.’  Sample comments included:  

more fun and interactive 

“I feel like I get much more done in tute lessons and I feel as if I have achieved more.   

It’s easier to concentrate and I enjoy it more, I take in more info 

They’re fun and I’m actually learning what they are teaching. 

Elbaum, B., Vaughn, S.M., Hughes, M.T. & Moody, S.M.  

How Effective Are One-to-One Tutoring Programs in Reading for Elementary Students at Risk for Reading Failure? A MetaAnalysis of the Intervention Research  Journal of Educational Psychology 92.4: 605-619 

Remote Learning Rapid Evidence Assessment  

Teaching quality is more important than how lessons are delivered 

Peer interactions can provide motivation and improve learning outcomes Key Findings and Implications, p.5. 

 Bernard et al (2009) An effect is provided for general distance learning. The review examines the impacts of different types of interaction in distance learning (for example, student-student or student-teacher). 

 Karich Abbey C, Burns Matthew K, and Maki Kathrin E. (2014). Updated Meta-Analysis of Learner Control Within Educational Technology. Review of Educational Research, 84(3), pp.392-410.  

Kulik James A, and Fletcher J D. (2016). Effectiveness of Intelligent Tutoring Systems: A Meta-Analytic Review. REVIEW OF EDUCATIONAL RESEARCH, 86(1), pp.42-78. 

 Ma WentingAdesope Olusola O, Nesbit John C, and Liu Qing. (2014). Intelligent Tutoring Systems and Learning Outcomes: A Meta-Analysis. JOURNAL OF EDUCATIONAL PSYCHOLOGY, 106(4), pp.901-918. 



 Zhao Y, Lei J, Yan B, Lai C, and Tan H S. (2005). What makes the difference? A practical analysis of research on the effectiveness of distance education. TEACHERS COLLEGE RECORD, 107(8), pp.1836-1884. 

Online learning can have a positive impact on: teaching and learning

Finding the voice of students engaging in online AP 

In this study of students engaging in online Alternative Provision with Tute, 205 students were surveyed.  A combined percentage of 88% of learners overall expressed feeling that online learning is the same or better than learning in a traditional classroom environment. In addition, 90% of students ratethe quality of what their teachers have delivered as good or excellent, with this rising to 98% of students rating the quality of what their teachers have delivered as satisfactory, good or excellent. Further comments speaking to this specific area included:  

“They really help you to understand things and they don’t make you feel stupid”  

“The teachers are nice”  

“…because they increase your understanding at a steady pace”  

“easy to talk and share ideas”  

“Fun, teachers are always kind and caring.”  

“Teachers are good at teaching the lesson”  

“They’re easy to get along with and if you’re stuck the teacher will help” 

Evidence of Impact Summary 19-20 

In our ongoing student surveys of 1051 students, 95% believe their behaviour during Tute lessons has allowed them to make progress73% believe learning online with tute is the same or better than learning in a classroom and 92% rate the quality of what their teacher delivered as good, very good or excellent.  Further student comments speaking to this specific area included:  

I’m learning more 

I don’t get disrupted as easily and I get feedback 

I don’t get distracted online as I do in a classroom 

“As the classes are smaller, I feel my questions are answered almost immediately 

I preferer it and am able to learn a lot more 

My tutor provides insightful lessons and as much extra information as needed so we understand what we are learning and does offer as much help as needed through the lessons and through emails. 

There is less disruption as there are less students and because you don’t have to see anyone else besides the teacher you can focus more and not get distracted. 

“More interaction with teachers   

There are no distractions and I like that the teachers check in to make sure you understand. 

I feel like they are very personalised to me and I can learn at a pace and not be held back or skipped over. The teachers are lovely and I feel like they really do care about me doing well. 

It is also likely that our policy to employ only qualified teachers as tutors has had a significant impact on progress as it has been demonstrated that tutoring with teachers rather than paraprofessionals, volunteers or unqualified teachers is less effective.  

Shock to the System p20 explores the positive impact of online learning on attendance and engagement 

 https://nationaltutoring.org.uk/news/blenheim-primary-school-orpington -Details of a Tute NTP intervention and its impact on students at Blenheim Primary school  

Rigney Alexander M, Hixson Michael D, and Drevon Daniel D. (2020). Headsprout: A Systematic Review of the Evidence. JOURNAL OF BEHAVIORAL EDUCATION, 29(1), pp.153-167. 

Online learning can have a positive impact on: social, emotional and mental health

Finding the voice of students engaging in online AP 

In this study of students engaging in online Alternative Provision with Tute, 205 students were surveyed and a follow up semi-structured interviews were conducted with 5 of the 28 organisations accessing Tute lessons as a form of AP. 

In terms of Social, Emotional and Mental Health benefits, there appears to be a strong association with this online form reducing levels of anxiety, pressure and stress. This resonates with the earlier referenced Trotman et al. (2018) study that suggested a link between the increase in AP referrals and the exposure of students to performative cultures within schools, much to their detriment. This may be because the form itself lends itself to less formal learning contexts (students log on remotely, often from home) rather than being immersed within the school culture. Students are less conscious of physical safety within the interview context, but wellbeing more generally is a similarly linked strength, with multiple comments alluding to gained confidence, feeling more comfortable and calmer in an online setting. What is not explicit in the data here is how students came to be accessing the provision, whether the felt it had been a decision made either by them or for them, not the motivations behind it and whether it may have been as a result of the intentional “off-rolling” described by Long and Danechi (2019) following an “abjection” (Kristeva, 1982) from the mainstream.’ p.11. 

Further supporting comments from the interviews and surveys are included below:   

“It wasn’t nearly as worrying.” 

“I eased into them 

“I don’t worry about being in my own skin 

“On the basis of worry, it’s near to none now 

“have an easy time slowly regaining/ramping up self-assurance” 

“We don’t feel alone 

“I wasn’t going into school and I didn’t feel  comfortable” 

“I just felt trapped at school and very anxious 

“I dropped out of school because of bullying and  anxiety”  

“I find them easier to learn then it would be in school with my anxiety 

“I have really bad anxiety and there’s no one judging me 

“In school I suffer with bad anxiety but since starting (this) I’ve had 2 which were for other things and I find it easier to learn having the teacher there while also not being in a school environment”  

Long, R., & Danechi, S. (2019). Off‐rolling in English schools. House of Commons Library.  https://researchbriefings.parliament.uk/ResearchBriefing/Summary/CBP‐8444    

Pennacchia, J., & Thomson P. (2016).  Complementing the mainstream: an exploration of partnership work between complementary Alternative Provisions and mainstream schools. Pastoral Care in Education, 34, 67– 78.  https://doi.org/10.1080/02643944.2016.1154094 

Timpson, E. (2019). Timpson review of school exclusion. https://www.gov.uk/government/news/edward‐timpson‐publishes‐landmark‐exclusions‐review.  https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/807862/Timpson_review.pdf.  

Trotman, D., Enow, L., & Tucker, S. (2018).  

Young people and alternative provision: Perspectives from participatory–collaborative evaluations in three UK local authorities. British Educational Research Journal, 45(2), 219– 237.  https://doi.org/10.1002/berj.3495   

Melanie Nind , Georgie Boorman & Gill Clarke (2012) Creating spaces to belong: listening to the voice of girls with behavioural, emotional and social difficulties through digital visual and narrative methods, International Journal of Inclusive Education, 16:7, 643-656 https://doi.org/10.1080/13603116.2010.495790  

Bernard Robert M, Abrami Philip C, Borokhovski Eugene, Wade C Anne, Tamim Rana M, Surkes Michael A, and Bethel Edward Clement. (2009). A Meta-Analysis of Three Types of Interaction Treatments in Distance Education. REVIEW OF EDUCATIONAL RESEARCH, 79(3), pp.1243-1289. 

Online learning can have a positive impact on: students with SEND

CARM Case Study Surrey Case Study Data  

Tute lessons have also been utilised to support students with SEND needs. Sample feedback has included:  

Student Voice: 

“Tute is a really good learning environment. I have a vision impairment and the teacher can enlarge the screen during a lesson if I can’t see it. It also means I can learn a lot more than I would than I did in a large class. I have improved a lot whilst at TUTE and it has also been a lot of fun. The teachers are so friendly and understanding and they take the lessons at my pace. The lessons are run at a good time of day for me and the length of lesson is good too.”  

Parent Views: 

“Tute has been a game changer for Student R. Although fate left her needing lessons from home due to ill-health, it couldn’t have come at a better time for her. Trying to manage in a large mainstream class with her disabilities and dyslexia, whilst missing numerous random lessons due to ill-health, Student R was not able to thrive and was trailing behind on the courses. Having bespoke 1:1 lessons for English and Maths has allowed her to participate fully in each course and allowed it to go at a speed tailored to her needs and ability. In Maths she has caught up with the work she had missed and although struggles more with the subject, the set-up at Tute with a 1:1 tutor enables the tutor to revisit areas she is struggling on.  

In English she has not only caught up with the work, she has improved her grade significantly and really thrived in the environment created via the 1:1 sessions, but also made so real, relevant and enjoyable by her tutors. It has rekindled a fire for writing that had been quashed at mainstream school, which is also helping Student R to find her voice.  

Progress and Attainment: 

Student R made 1 additional grade of progress in English, attaining a C rather than her predicted D grade at GCSE and 3 additional grades progress in Maths, securing a D rather than the G grade in her baseline data (WJEC Wales).  


Ok Min Wook, Bryant Diane Pedrotty, and Bryant Brian R. (2019). Effects of Computer-Assisted Instruction on the Mathematics Performance of Students with Learning Disabilities: A Synthesis of the Research. EXCEPTIONALITY, pp27  

Vasquez III, Eleazar , and Straub Carrie. (2016). Online Writing Instruction for Children with Disabilities: A Review of the Empirical Literature. 

Weng Pei-Lin, Maeda Yukiko, and Bouck Emily C. (2014). Effectiveness of Cognitive Skills-Based ComputerAssisted Instruction for Students With Disabilities A Synthesis. REMEDIAL AND SPECIAL EDUCATION, 35(3), pp.167-180.