Author: Santos Retta Cortez
Publisher:
ISBN:
Category : Peer teaching
Languages : en
Pages : 194
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Book Description
Veteran peer-tutoring programs have been growing in number, but little research has addressed their effects on student veterans' success in postsecondary education. Schlossberg's (2012) adult transition theory has been applied to scholarly research on veteran postsecondary transition experiences using the fourth factor, strategies, focusing on student academic assistance such as tutoring. My study builds on Schlossberg's theory by examining a veteran peer-tutoring program. This study utilized a causal-comparative, between-subjects design to examine end-of-semester grades of a treatment (n=28) and comparison (n=28) group. Also, the relationship between frequency of tutoring visits and end-of-semester grades within the treatment group was examined. To obtain an adequate sample size, data across four semesters (spring 2017, fall 2017, spring 2018, and fall 2018) and mathematics courses (college algebra, precalculus, & calculus I) were aggregated for each group. A stratified randomized matching procedure was used to ensure the treatment and comparison groups had equal representation with regard to semester, course, and ethnicity. Mann-Whitney U test was the appropriate analysis approach due to low sample sizes and having an ordinal outcome variable (Field, 2013). Results found no statistically significant difference in grade distribution between groups. Spearman's rho was used to measure the frequency of tutoring visits and end-of-semester mathematics grades within the treatment group. The relationship between these two variables was not statistically significant. Greater usage of the intervention did not result in higher grades for those in the treatment group. Implications and recommendations for developmental education and learning assistance researchers and practitioners are discussed.
Author: Waltine M. Bourgeois
Publisher:
ISBN:
Category : Mathematics
Languages : en
Pages : 100
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Book Description
Author: Tracy Yvonne Summers
Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 278
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Book Description
Author: Betty Sue Sowell
Publisher:
ISBN:
Category : Education, Elementary
Languages : en
Pages : 68
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Book Description
Studies the impact of peer-tutoring on test scores of a fourth grade math class, using a t-test for comparative analysis.
Author: Lori Zinky
Publisher:
ISBN:
Category : Achievement motivation
Languages : en
Pages : 54
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Book Description
Author: Daniel Pyle
Publisher:
ISBN:
Category :
Languages : en
Pages :
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Book Description
Students with disabilities included in general education settings often require varying levels of supports and services to execute classroom routines effectively while maximizing their learning opportunities. One support that holds potential to increase outcomes for students with disabilities in general education settings is peer tutoring. Therefore, the purpose of this study was to determine the effects that a targeted, unidirectional tutoring intervention had on the math outcomes for students with learning disabilities in a Secondary Mathematics I class. High school students that had advanced skills in mathematics served as interventionists (i.e., peer tutors) and were trained to deliver the unidirectional tutoring intervention to students with learning disabilities who were identified as low achievers in mathematics. All three tutees increased their criterion and normative (i.e., as compared to their peers) performance on teacher-developed weekly mathematics quizzes when receiving the tutoring intervention. Furthermore, all three tutees increased their quantity and quality of mathematics problems completed as well as academic engagement during the tutoring intervention. Finally, tutees, tutors, and a general education teacher indicated that they perceive the unidirectional tutoring intervention as effective and socially desirable.
Author: George Sanders
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages :
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Book Description
The purpose of this study was to determine the impact of peer tutoring on the achievement of freshmen student in remedial mathematics, reading and writing from one community college and one university. The total population for this study is 300 freshmen, 150 freshmen from the community college and 150 freshmen from the university, composition of male (N=42%) and female (N=58%). The instructors will allow the researcher to pre-test selected students on the second day of class (Fall 2006) using the Nelson-Denny Reading Test (Form E) for reading, Algebra Skills Test (Test I) for math, and pre-determined writing assignments for writing. After four weeks of peer tutoring (quasi-experimental group), the researcher will retest the students (post-test) and collect the test score from the posttest and analyze the data to determine the impact of peer tutoring on freshmen student in remedial mathematics, reading and writing. There were two hypothesis tested. The hypothesis revealed that there was no significant difference of t-test results for pretest scores in terms of Reading for Comprehensive and Vocabulary, Math, and English. It indicated that participants grouped by gender had no pretest threat in both the treatment and the control groups. Although the present study offers additional positive results to those studies conducted in the past, it is the recommendation of the researcher that additional studies needs to be undertaken.
Author: Jacob L. Lewellen
Publisher:
ISBN:
Category : Mathematical ability
Languages : en
Pages : 78
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Book Description
Peer tutoring is a service provided at a community college that is voluntary for students to use. In this study, data were collected and analyzed to determine whether peer tutoring had an effect on mathematics student success in these areas: retention rates, grades in mathematics courses (with D or F grades, as well as withdrawals considered non-success), and student overall grade point averages. The mathematics students were separated based on course taken (Pre-College Algebra and College Algebra) as well as by the number of hours that they had received peer tutoring. A stratified random sample of tutored students was obtained. The tutored students were then compared to all students. Then, the differing levels of tutoring were compared to one another. Mixed results were obtained. The sample of tutored students had a statistically significantly higher retention rate than all students. When comparing retention rates for the different levels of tutoring in both classes, no statistically significant difference was found. No statistically significant differences were obtained when comparing the D, F, or withdrawal rate of students. There was a statistically significant difference between the overall mean GPA of the sample of tutored students and that of all students. The tutored Pre-College Algebra students did not have a statistically significant difference in overall GPA, but the tutored College Algebra students did.
Author: Janice Webb Early
Publisher:
ISBN:
Category : Peer teaching
Languages : en
Pages : 312
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Book Description
Author: Gwo-Jen Hwang
Publisher: Routledge
ISBN: 0429767196
Category : Education
Languages : en
Pages : 144
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Book Description
Learning analytics is one of the most important research issues in the field of educational technology. By analyzing logs and records in educational databases and systems, it can provide useful information to teachers, learners, and decision makers – information which they can use to improve teaching strategies, learning performances, and educational policies. However, it is a great challenge for most researchers to efficiently analyze educational data in a meaningful way. This book presents various learning analytics approaches and applications, including the process of determining the coding scheme, analyzing the collected data, and interpreting the findings. This book was originally published as a special issue of Interactive Learning Environments.
