The Impact of Tutoring on the Academic Success of Undeclared Students

Autor/inn/en	Reinheimer, David; McKenzie, Kelly
Titel	The Impact of Tutoring on the Academic Success of Undeclared Students
Quelle	In: Journal of College Reading and Learning, 41 (2011) 2, S.22-36 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1079-0195
Schlagwörter	Grade Point Average; Academic Persistence; Program Effectiveness; Tutoring; Majors (Students); College Students; Correlation; School Holding Power; Academic Achievement; Statistical Analysis; Regression (Statistics); Graduation; Pennsylvania + Suchen Sie Ihr Suchwort? Förderkonzept; Nachhilfeunterricht; Collegestudent; Korrelation; Schulleistung; Statistische Analyse; Regression; Regressionsanalyse; Abschluss; Graduierung
Abstract	A cohort of first-time, full-time, degree-seeking undeclared freshmen at a medium-sized university in Pennsylvania was used to study the relationship between tutoring and the retention rates and decision paths of undeclared students. Undeclared students who did and did not receive tutoring were tracked over four years to determine rate and longevity of retention, academic performance, and time span for selecting a major. This research utilized a non-experimental, causal-comparative methodology with data analyzed through t-tests, chi-square procedures, logistic regression, and survival analysis. Findings from the study indicate that tutoring had a significant impact on retention, but not on GPA or on time to select a major. (Contains 7 tables.) (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