Academic Support as a Predictor of Retention to Graduation: New Insights on the Role of Tutoring, Learning Assistance, and Supplemental Instruction

Grillo, Michael C.; Leist, Cathy W.

doi:10.2190/cs.15.3.e

Cited by 46 publications

(38 citation statements)

References 58 publications

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“…This result is consistent with established research that strongly suggests that tutoring has a positive effect on student performance via academic support in higher education [9,12]. Engaging students in peer interaction with academic‐related activities becomes “the other curriculum,” to improve student learning and development.…”

Section: Study Resultssupporting

confidence: 90%

“…Results of analysis using an independent sample t-test on the scores of all students in four topics illustrated that there was a significant difference in scores of Topic #4 for paper group (M = 9.50, SD = 4.13) and computer group (M = 11.15, SD = 4.26), t (109) = −2.08, p = 0.04. However, This result is consistent with established research that strongly suggests that tutoring has a positive effect on student performance via academic support in higher education [9,12]. Engaging students in peer interaction with academic-related activities becomes "the other curriculum," [15] to improve student learning and development.…”

Section: Learning Outcomessupporting

confidence: 90%

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Efficacy and perceptions of assessment digitization within a large‐enrollment mechanical and aerospace engineering course

Tian

DeMara

Gao

2018

Comp Applic In Engineering

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Engineering's design‐oriented and problem‐solving emphases pose considerable challenges to the use of multiple choice assessments, and thus the use of digitized forms of assessment within Engineering curricula warrants a substantive evaluation of their validity. To address this research need, novel computer‐based assessment infrastructures and delivery protocols were launched via a crossover study as defined below. The objective of the study was to investigate the impact of proctored digitized examination that was delivered using a secure or “lockdown” internet browser interface. Measures tracked in the study included test score validity, learning achievement, and student perceptions within a large‐size undergraduate Mechanical and Aerospace Engineering course. Using a crossover‐based study design, the class was divided into two cohorts. Half of each cohort's formative assessments were delivered in a computer‐based testing center via and the other half of the assessments were delivered on paper. Within each cohort, the intervention of computerized delivery was interchanged with paper‐based delivery during successive topic modules on a mutually‐exclusive basis. An identical paper‐based final exam was delivered to all students. The data collected was analyzed and de‐correlated to investigate the topic‐specific learning outcomes of digitized assessment. Test score validity and learning outcomes were studied using independent sample t‐test statistical analysis. Results indicate that well‐formed digitized exams can determine scores differing as little as 0.6% from paper‐based assessment. Moreover, when the labor hours of the grader which were freed up were reallocated to tutoring and remediation of formative assessments, the as much as 16.9% higher learning outcomes were obtained during summative assessment as compared to paper‐based delivery.

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Section: Study Resultssupporting

confidence: 90%

Section: Learning Outcomessupporting

confidence: 90%

Efficacy and perceptions of assessment digitization within a large‐enrollment mechanical and aerospace engineering course

Tian

DeMara

Gao

2018

Comp Applic In Engineering

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“…Our interest in examining GPA is manifold: (a) difficulties thinking and concentrating are negatively associated with college student GPA (Frazier, Youngstrom, Glutting, & Watkins, 2007); (b) academic support service use is associated with increased GPA in college students (Grillo & Leist, 2013); yet, having a low GPA does not predict college student use of academic services (Amenlkhienan & Kogan, 2004); (c) GPA represents an inclusionary criteria for continued participation in intercollegiate athletics (e.g., must have a 1.8 GPA after first year to continue athletic participation) and is therefore a variable of interest to student-athletes, coaches, and athletic administrators; and (d) GPA is a measure that is collected at least twice per year and can be a quick way to ascertain risk and need for mandated academic services.…”

Section: Present Studymentioning

confidence: 99%

The Role of Athletic Identity in the Relationship Between Difficulty Thinking or Concentrating and Academic Service Use in NCAA Student-Athletes

Antshel

VanderDrift

Pauline

2016

Journal of Clinical Sport Psychology

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The NCAA Growth, Opportunities, Aspirations and Learning of Students in College data were used to explore the relationship between self-reported high levels of difficulties thinking or concentrating and grade point average (GPA) in college student-athletes. We specifically investigated the mediators of the relationship between self-reported high levels of difficulties thinking or concentrating and GPA. Results revealed there was a significant indirect effect between self-reporting the highest level of difficulties thinking or concentrating and service use through GPA, moderated by identity, full model: F(4, 14738) = 184.28, p < .001; R2 = .22. The athletic/academic identity variable acted as a moderator of the mediating effect of GPA on the relationship between self-reported high levels of difficulties thinking or concentrating and the use of academic resources on campus. If a student-athlete who is self-reporting high levels of difficulties thinking or concentrating identifies more as a student, GPA is likely to prompt academic service use. However, if the student-athlete identifies more as an athlete, GPA is less likely to lead to use of campus academic support resources.

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“…Derby (2006) discovered a significant positive relationship between student club participation and retention and degree completion. The research of Grillo and Leist (2013) with student academic tutoring also discovered a positive relationship between tutoring and student retention and completion.…”

Section: Literature Reviewmentioning

confidence: 92%

Assessing the Impact of Reference Assistance and Library Instruction on Retention and Grades Using Student Tracking Technology

Krieb

2018

EBLIP

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Abstract Objective – To assess the impact of community college academic librarians upon student retention and grades through reference desk visits and attendance in library instruction classes. Methods – Student ID data used for this research was collected from students that visited the reference desk to consult about a course-related question or attended a library instruction class for a specific course. After consenting to share their student ID number, the students’ IDs were scanned and uploaded to a Blackboard Analytics data warehouse. A Pyramid Analytics reporting tool was used to query and extract student-level retention and grade data based upon whether the student had visited the reference desk or attended a library instruction class. Chi-square and Fisher’s exact tests were used to discern any statistical difference in retention rates and grades between students that engaged a librarian through reference or instruction and the general student population. Results – When comparing fall-to-fall retention for all degree-seeking students, students that visited the reference desk or attended a library instruction class had a statistically higher rate of retention. When comparing fall-to-fall retention within low-retention student cohorts, students that visited the reference desk or attended a library instruction class had higher rates of retention among all low-retention cohorts. Eight of 10 cohorts were statistically higher for library instruction and 6 of 10 cohorts were statistically higher for reference visits. With respect to course grades, only 1 of 5 high enrollment courses showed a higher grade average for students that attended a library instruction class. None of the differences in average grades between students that attended a library instruction class and all students in the five courses were statistically significant. For the impact of a reference visit upon a course grade, all five courses showed a higher average grade average for students that visited the reference desk for a question related to their course than all students in the course. Four of the 5 differences were statistically significant. Conclusions – The data collected by systematically tracking students that interact with community college librarians suggests that reference desk visits and attendance of library instruction classes both have a positive, statistically significant impact upon student retention. When looking at course grades, the data does not indicate a statistically significant positive or negative impact for library instruction. The impact of visiting the reference desk upon course grades does suggest a strong, statistically significant positive correlation.

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Academic Support as a Predictor of Retention to Graduation: New Insights on the Role of Tutoring, Learning Assistance, and Supplemental Instruction

Cited by 46 publications

References 58 publications

Efficacy and perceptions of assessment digitization within a large‐enrollment mechanical and aerospace engineering course

Efficacy and perceptions of assessment digitization within a large‐enrollment mechanical and aerospace engineering course

The Role of Athletic Identity in the Relationship Between Difficulty Thinking or Concentrating and Academic Service Use in NCAA Student-Athletes

Assessing the Impact of Reference Assistance and Library Instruction on Retention and Grades Using Student Tracking Technology

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