A Comprehensive Evaluation of a Formal Peer Tutoring and Support Centre in Sri Lankan Higher Education: An Impact Analysis

Abstract

Peer tutoring has been widely accepted as an effective complement to traditional teaching, enhancing academic performance, fostering collaboration, and accommodating diverse learning needs and gaps. However, in Sri Lanka, peer learning within the higher education sector has remained chiefly informal. This study evaluated the first-ever formal Tutoring and Support Centre (TSC) established in a technological faculty of a state university with the objectives: (1) to understand its impact on students' core subject comprehension, (2) to assess its ability to create an inclusive environment that overcomes language barriers, and (3) to identify key aspects required for the successful establishment of a formal peer tutoring approach within the Sri Lankan higher education sector. This study employed a mixed-methods approach to analyse data collected over an eight-month period, which included tutor availability, session activity logs, and student feedback. The dataset analysed consisted of inputs from 100 undergraduates who were tutees and 36 peer tutors. One hundred one tutoring sessions were conducted, with the focus being on the core subjects of Mathematics, Physics, Programming, and Statistics. The study's outcomes indicated high student satisfaction, with 85.1% of 208 feedback responses rating the sessions 10/10 and 11.5% rating them 9/10. Thematic analysis of qualitative student feedback highlighted the tutors' clarity in explaining complex concepts, the judgment-free environment, and personalised guidance in familiar language as key strengths. The overall analysis further revealed strong and continuous engagement among both tutees and tutors, showcasing the operational feasibility of a formal peer tutoring establishment. While the study primarily measured self-assessed impact rather than objective academic outcomes, the consistently positive responses underscore the centre's potential as a replicable model within Sri Lankan higher education. To ensure long-term sustainability, it is recommended that peer tutoring be embedded into academic calendars, that pedagogical training be provided for tutors, and that dedicated infrastructure be established for tutoring sessions.