Tutoring Center Effectiveness: The Effect of Drop-In Tutoring

Autor/in	Cooper, Erik
Titel	Tutoring Center Effectiveness: The Effect of Drop-In Tutoring
Quelle	In: Journal of College Reading and Learning, 40 (2010) 2, S.21-34 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1079-0195
Schlagwörter	Tutoring; Peer Teaching; Academic Support Services; College Students; Attendance; Help Seeking; Predictor Variables; Academic Achievement; Program Effectiveness; Grade Point Average; Persistence + Suchen Sie Ihr Suchwort? Förderkonzept; Nachhilfeunterricht; Peer group teaching; Peer Group Teaching; Collegestudent; Anwesenheit; Help-seeking behavior; Help-seeking behaviour; Hilfe suchendes Verhalten; Prädiktor; Schulleistung; Ausdauer
Abstract	While tutoring as a whole has been demonstrated to improve student learning across a variety of subjects and age groups, there is little published evidence for the effectiveness of drop-in tutoring at the undergraduate level. This type of tutoring can be derided as homework help; however, it is clear from this study that students who made use of the Tutoring Center (TC) regularly gained more academically than simply help with an individual class. In fact students who visited the TC more than 10 times per quarter had approximately 10% higher rates of persistence and approximately 0.2 points higher average GPA's than students who infrequently visited or who do not visit the TC during their first year of college. (Contains 8 tables and 5 figures.) (As Provided).
Anmerkungen	Texas State University San Marcos. Department of Curriculum and Instruction, 601 University Drive, San Marcos, TX 78666. Tel: 512-245-2303; Fax: 512-245-8151; Web site: http://www.crla.net
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10