Online or in-person tutoring? What research says and how to choose

Does tutoring work at all

A 2020 review of experimental evidence by economists Nickow, Oreopoulos and Quan covered dozens of randomised trials of tutoring in schools. The average effect was clearly positive — about 0.37 standard deviations in results. Effects were stronger for sessions led by teachers and trained paraprofessionals than by parents or non-professional volunteers, and tutoring during the school day worked better than after school.

Note that these were organised programmes, often several times a week, not one hour before a test. Frequency and fit to the pupil's needs matter.

And online?

During the pandemic Italian researchers evaluated free online tutoring for disadvantaged middle-school pupils. University student volunteers tutored 3–6 hours a week. Pupils' results rose by 0.26 standard deviations on average, and their well-being and socio-emotional skills improved too. This shows well-organised online sessions can work — at least for upper primary-age pupils.

Direct comparisons of 'the same tutor online and in person' are rare, so base your choice on your child's needs.

Online: when it works

Online usually works well in these situations:

• The pupil is independent, can focus in front of a screen and isn't distracted by the phone.
• You want access to a tutor not available locally (e.g. a specific extended subject).
• Time matters — without travel, regular short sessions are easier.
• Important: a good camera and microphone, a shared whiteboard or document, saved notes.

In person: when it's better

Face-to-face sessions have the edge especially here:

• Younger children who need contact and movement and lose attention quickly at a screen.
• Pupils who struggle to concentrate or have low motivation.
• Subjects where working on paper or with materials helps (geometry, technical drawing).
• Situations where relationship and trust matter — e.g. after a long break from learning.

How to choose a tutor

Whatever the format, quality matters most. Agree a few things before starting:

• Will the tutor first check what the pupil already knows and set a goal (e.g. specific topics before the exam)?
• How often will you meet — once a week is the minimum to see progress.
• Will the pupil solve problems themselves, not just listen to explanations?
• How will the tutor report progress?
• Before paying for a course, ask the school about free catch-up classes or consultations.