Virtual Tutoring with Computer-Assisted Learning: An Experiment in Take-Up and Learning

We explore the efficacy of an online after-school tutoring program that complements teacher-provided computer-assisted learning practice. The aim is to scaffold students struggling with online Khan Academy practice at school with low-cost, one-on-one virtual supervision for about an hour a week at home. In a two-year randomized trial with the Toronto District School Board, teachers identified struggling Grade 4–8 students, whose parents were then randomly offered additional online tutoring to support their practice at home. The main obstacle was participation. Only 45% of assigned students reached a first session in Year 1. After we reframed the invitation and simplified enrollment, initial take-up in Year 2 rose to 83%, though weekly attendance remained below half—not because students dropped out, but because they attended intermittently. On average, the offer raised Khan Academy practice by about 10 minutes per week. This translated to an average gain in math assessment scores of 0.06 SD, with a confidence interval too wide to rule out null or medium-sized gains (ITT 0.055 SD; 95% CI [−0.09, 0.20]). We find a marginally significant gain in math report-card marks (about 0.08 SD; 95% CI [−0.01, 0.17]) and improvements in math satisfaction and enjoyment, with effects larger in Year 2 than in Year 1, consistent with the higher take-up that year. We therefore conclude that the program holds promise, but more is needed to ensure students actually engage with tutors on a regular basis.