<p>The positive impact Peer-Assisted Learning (PAL) and Near-Peer-Assisted Learning (NPAL) programmes have on student engagement, progression, and retention is supported by a wealth of previous studies and is reflected in the widespread adoption of (N)PAL programmes across higher education institutions. However, controlled investigations of the efficacy of (N)PAL programmes using quantifiable outcomes are limited. In this study, a within-participant randomised control trial was used to assess weekly learning and student confidence. Across four weeks, all participants attended (in counterbalanced order) an introductory (pre-lecture) NPAL session, a review (post-lecture) NPAL session, both introductory and review sessions, or a no-session control. Our data indicate that student attendance at the introductory NPAL session had a positive effect on their weekly test score (<i>p</i> = .027)<i>,</i> response speed (<i>p</i> = .050) and self-reported confidence score (<i>p</i> = .006) in the same week that the session was delivered, whereas there was no detectable effect of attending the review NPAL session. These findings provide experimental evidence for a measurable, beneficial effect of NPAL programmes on student confidence and educational outcomes, suggesting a simple intervention can have positive impacts within a short space of time. Our trial provides a framework for higher education institutions to use when evaluating their own (N)PAL programmes and may help to inform the design and implementation of such programmes throughout the global higher education sector.</p>