Peer tutoring as a strategy in higher education: evidence from an Ecuadorian university.

La tutoría entre pares como estrategia en la educación superior: evidencia en una universidad ecuatoriana.

Abstract

Currently, higher education faces significant challenges regarding student retention and academic success, necessitating the adoption of strategies such as peer tutoring. This study aimed to characterize the current state of a peer tutoring program at a private Ecuadorian university, using a descriptive and cross-sectional mixed-methods approach. Data was collected through surveys and interviews from tutors, tutees, and coordinators. The results demonstrate a high appreciation of the program: tutors highlighted the enhancement of their leadership and professional development and expressed satisfaction with the training received, although they requested improvements in procedural clarity. Tutees experienced substantial improvements in content comprehension, reduced academic anxiety, and increased motivation. Faculty members emphasized the program's empathy and flexibility. However, the analysis identified limitations in infrastructure, scheduling, and pedagogical training. In conclusion, peer tutoring is an effective practice for fostering collaborative learning and student retention. For its full effectiveness, it requires formal institutionalization that guarantees adequate resources, systematic training processes, monitoring, and articulation with institutional policies.