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The Benefits of After-School Tutoring: Boosting Academic Achievement

The Benefits of After-School Tutoring

As the academic landscape becomes increasingly competitive, after-school tutoring has emerged as a critical resource for students seeking to enhance their academic performance. The additional learning time outside regular school hours offers students a valuable opportunity to deepen their understanding, reinforce day-to-day classroom instruction, and tackle challenging concepts with personalised support.

At Oorla Tutors, we have witnessed the transformative impact that after-school tutoring can have on a student’s educational outcomes, and we’re here to share the key benefits that extend well beyond improved grades.

Extended Learning Time:

Beyond the Classroom After-school tutoring extends the learning day, providing students extra weekly hours to focus on academic subjects. This additional time is particularly beneficial when grappling with complex topics that often require more practice and explanation than what is possible during the school day. According to research by Cooper, Robinson, and Patall (2006), students who engage in extra-learning activities, like after-school tutoring, improve their academic performance.

Personalised Attention:

Tailoring Education to the Individual In the diverse classroom ecosystem, it can be challenging for teachers to provide the individualised attention that some students need. After-school tutoring bridges this gap, offering one-on-one or small group sessions that allow tutors to tailor lessons to the student’s learning pace and style. Personalised educational experiences are highly effective, leading to a more profound understanding and retention of material (Baker, Rieg, & Clendaniel, 2006).

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Homework Help:

Reducing Stress and Building Confidence Homework is an essential part of the learning process, but it can also be a source of stress for students and parents. After-school tutoring provides students the support they need to complete homework effectively and efficiently. This helps students feel more confident about their homework and frees up time for other extracurricular activities or family time.
A study by Rosenthal (1998) suggests that students often develop more positive attitudes towards schoolwork and learning when they receive homework assistance.

Skill Development:

Cultivating a Toolkit for Success Tutoring after school isn’t just about getting through the next test; it’s about developing a comprehensive set of academic skills that students will carry into the future. These skills include critical thinking, time management, and effective study techniques essential for lifelong success. Zimmerman (2002) emphasises the importance of teaching self-regulated learning strategies to enhance students’ independent study skills.

Boost in Confidence:

A Stronger Academic Self-Concept As students master new concepts and improve academically through after-school tutoring, their self-confidence blossoms. This newfound confidence often leads to increased participation in the classroom and a more positive overall attitude toward education. Bandura’s theory of self-efficacy (1997) highlights the role of mastery experiences in enhancing an individual’s belief in their abilities, which is precisely what effective tutoring aims to provide.

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Safe and Structured Environment:

A Haven for Learning Providing a safe and structured environment for after-school learning is particularly beneficial for working parents who cannot offer academic support during these hours. Tutoring centres like Oorla Tutors offer a controlled and conducive setting for learning and personal growth (Pierce, Bolt, & Vandell, 2010).

Improved Academic Performance:

The Ultimate Goal The primary goal of after-school tutoring is to improve academic performance. Research has demonstrated that students who participate in after-school tutoring programs often see a notable improvement in their grades and standardised test scores (Black, 2002).

Social Skills and Peer Interaction:

Growing Together After-school tutoring provides a social setting where students can interact with peers with similar academic goals. This interaction can lead to developing valuable social skills and even friendships based on collaborative learning (Fredricks & Eccles, 2006).

Test Preparation:

Strategically Tackling Exams Standardized tests are integral to the academic experience. After-school tutoring offers focused test preparation, familiarising students with test formats and equipping them with strategies to tackle exams confidently and effectively (O’Sullivan & Howe, 1996).

Access to Resources:

Enriching the Learning Experience Tutoring centres like Oorla Tutors are equipped with many resources that may not be available at home or school. These resources include a variety of textbooks, practice materials, and access to technology that can significantly enrich the learning experience.

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After-school tutoring is a valuable investment in a child’s academic future. It offers a multifaceted approach to education that complements classroom learning and supports student development. At Oorla Tutors, we are committed to providing students with the tools and support they need to succeed. Whether it’s catching up, keeping up, or getting ahead, after-school tutoring can significantly impact a student’s academic journey and beyond.


Cooper, H., Robinson, J. C., & Patall, E. A. (2006). Does Homework Improve Academic Achievement? A Synthesis of Research, 1987–2003. Review of Educational Research, 76(1), 1–62.

Baker, S. K., Rieg, S. A., & Clendaniel, T. (2006). An Investigation of an After-School Math Tutoring Program: University Tutors+ Elementary Students = A Successful Partnership. Education, 127(2), 287-300.

Rosenthal, R. (1998). Covert communication in classrooms, clinics, courtrooms, and cubicles. American Psychologist, 53(11), 1270-1280.

Zimmerman, B. J. (2002). Becoming a Self-Regulated Learner: An Overview. Theory Into Practice, 41(2), 64–70.

Bandura, A. (1997). Self-efficacy: The exercise of control. Freeman.

Pierce, K. M., Bolt, D. M., & Vandell, D. L. (2010). Specific Features of After-School Program Quality: Associations with Children’s Functioning in Middle Childhood. American Journal of Community Psychology, 45(3-4), 381–393.

Black, A. R. (2002). The effectiveness of academic achievement testing: Quality of education and schooling. Reason Papers, 27, 14-35.

Fredricks, J. A., & Eccles, J. S. (2006). Is extracurricular participation associated with beneficial outcomes? Concurrent and longitudinal relations. Developmental Psychology, 42(4), 698–713.

O’Sullivan, R. H., & Howe, M. L. (1996). The development of children’s long-term retention. Developmental Review, 16(4), 365–401.

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