The Impact of Tutoring on the Academic Success of Undeclared Students

Reinheimer, David; McKenzie, Kelly

doi:10.1080/10790195.2011.10850340

Cited by 27 publications

(21 citation statements)

References 4 publications

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“…Although research on academic support has demonstrated this institutional programming has a positive effect on student course performance and GPA (Reinheimer & McKenzie, 2011;Saunders, 1992;Topping, 1996), additional research is needed to track the possible long-term effects of the use of academic support. Less research has been completed to examine the impact of academic support on college retention in general and on graduation in particular.…”

Section: The Relationship Between Retention and Academic Supportmentioning

confidence: 99%

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

Grillo

Leist

2013

Journal of College Student Retention: Research, Theory & Pr

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This study seeks to examine the relationship between the long-term use of academic support services such as tutoring, learning assistance, and supplemental instruction and retention to graduation. Little research has been devoted to the relationship between academic support and retention to graduation in both the literatures on retention and academic support. The authors use 6 years of data from the University of Louisville's Resources for Academic Achievement unit (REACH) to test the hypotheses that a larger quantity of time spent engaged in academic support services is associated with a higher likelihood of graduation and that cumulative GPA mediates the relationship between hours spent using academic support and graduation. The findings support these hypotheses, suggesting a relationship between academic support and retention to graduation that should be given serious consideration by scholars and administrators.Researchers of higher education have produced considerable literature on the factors contributing to college student retention. The scholarly interest in retention has also stimulated research on the effects of academic support (e.g., drop-in and

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Section: The Relationship Between Retention and Academic Supportmentioning

confidence: 99%

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

Grillo

Leist

2013

Journal of College Student Retention: Research, Theory & Pr

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“…Sobral 2002); and (c) static-group, with a effect size that ranges between .02 and .88 in GPA or students' performance in different subjects o courses, between .38 and .58 in credits earned, and .10 in students' retention (e.g. Chaney 2010; Colver and Fry 2016;Cooper 2010;Hendriksen et al 2005;Higgins 2004;Munley, Garvey, and McConnell 2010;Reinheimer and McKenzie 2011;Topping et al 1996;Xu et al 2001). And third, the quality of the scientific evidence that allows to establish causal relationships between participation in these programs and the improvement of adjustment and adaptation of students to university life is relatively moderate, due to limitations in the size of the samples or the intergroup comparability (e.g.…”

Section: Introductionmentioning

confidence: 99%

Evidence-based peer-tutoring program to improve students’ performance at the university

Arco-Tirado

Martín

Hervás-Torres

2019

Studies in Higher Education

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The purpose of this study was to demonstrate the impact of a peertutoring program on academic performance among first-year students. The sample consisted of 102 first-year students from four-degree programs at a Spanish University. The academic performance was measured through the official student Academic reports. The assignment of the students to the experimental group (N = 51) and control group (N = 51) was done randomly. The intervention consisted of 20 highly structured individual weekly tutoring sessions delivered by senior and doctoral students, previously trained in three training sessions. The results show moderate effects' size and statistically significant differences in favor of the experimental group in the total academic course, as well as in the fall and spring semesters.

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“…The South African higher education context is no different from that of other countries, particularly third world countries: institutions of higher learning are mandated to address other social challenges, such as the growing demands of accessibility and equity [16,17], including issues of student retention and throughput, particularly among undergraduate students. Throughout the world, despite universities' efforts to retain students, only half of all students complete their studies in the regulation time [18,19]. Comparing retention rates between countries is not an easy endeavour, because individual countries measure completion rates differently.…”

Section: The Context Of Teaching and Learning In Higher Educationmentioning

confidence: 99%

Using the Research Tutorial as a Training Strategy for Tutor Professional Development in an Undergraduate Course

Mhakure¹

2020

Pedagogy in Basic and Higher Education - Current Developments and Challenges

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This chapter is part of a larger research project that seeks to investigate sustainable ways of improving group-based tutoring in higher education courses. A growing body of research into teaching and learning in higher education acknowledges that higher education institutions are regarded as bastions of active teaching and learning that encourage students' deep learning and critical engagement. However, existing research also suggests that there is a lack of active participation by students during learning activities in tutorials; one of the reasons is the poor quality of the interactions between tutors and students during tutorials. Postgraduate students, who make up the majority of tutors, receive little formal training and lack sophisticated instructional skills on how to facilitate tutorials. By using an example, this chapter argues for the use of a research tutorial as a training strategy for tutor professional development (TPD) in an undergraduate Quantitative Literacy (QL) intervention course. The research methodology employed in this study is the lesson study. A research tutorial is a tutorial designed by both tutors and researchers that is used for TPD purposes. Suggestions for future research include focussing on how tutors notice, and attend to, the students' productive struggles during an undergraduate QL tutorial.

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The Impact of Tutoring on the Academic Success of Undeclared Students

Cited by 27 publications

References 4 publications

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

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

Evidence-based peer-tutoring program to improve students’ performance at the university

Using the Research Tutorial as a Training Strategy for Tutor Professional Development in an Undergraduate Course

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