dc.contributor.author	Mitcham, Larry G.
dc.coverage.spatial	United States, Georgia.	en_US
dc.date.accessioned	2018-06-04T16:33:37Z
dc.date.available	2018-06-04T16:33:37Z
dc.date.available	5/4/2019
dc.date.issued	2018-05
dc.identifier.other	52178246-3880-15A4-4AE8-00084D2F3790	UUID
dc.identifier.uri	http://hdl.handle.net/10428/3081
dc.description.abstract	The underlying problem that formed the basis for the current study is the fact that many U.S. postsecondary students are not doing well. It is important that postsecondary institutions identify the issues that are causing this underperformance and design policies and procedures that will assist students in improving their academic performance. In fact, it is so important that both the University System of Georgia and the Technical System of Georgia have initiated a joint effort in order to lay the groundwork for improved student performance, having recognized that “Georgia’s future depends on improving college completion” (University System of Georgia, 2011, p. 3). The purpose of the case study was to gain a better understanding of the effectiveness of peer-tutoring in improving the academic success and retention of students enrolled in mathematics courses who chose to utilize this resource. Research questions in the current study sought to determine if there was a difference in performance of students who participated in peer-tutored sessions when compared to those who did not using measures such as mathematics course grades, cumulative GPAs and retention rates, and also investigate peer-tutored students’ overall program experiences and their recommendations for improving the tutoring program. The sample included 5,352 peer-tutored and non peer-tutored students who took mathematics courses over a period of eight semesters. Some invalid data were removed after data examination. As a result, 4,639 records were kept for data analysis. Out of 4,639 students, 339 of them responded to the SSC Evaluation Form for providing more information about their overall program experiences and recommendations for program improvement. The results showed peer-tutoring had a positive impact on students’ cumulative GPAs and overall retention rates. Most students who responded to the SSC Evaluation Form also supported the results by indicating they expected their grade to increase as a result of attending the peer-tutored sessions and perceived their knowledge did increase after attending the sessions. Most students also indicated they had positive experiences with their tutors and gave great ratings on patience, knowledge and overall tutoring quality of their tutors. They felt comfortable seeking help at the Student Success Center and were willing to visit the center again for additional tutoring. These results demonstrated the positive outcome of the Student Success Center. Although students did value the helpfulness of peer-tutored sessions to their academic success and considered their tutors spent either more than enough or enough time with them, some students still recommended the center to employ more tutors and provide more time in the peer-tutored sessions, so the impact of peer-tutored sessions can be maximized. Keywords: Academic Success; Retention; Peer Tutored;	en_US
dc.description.tableofcontents	Chapter I: INTRODUCTION 1 \| Problem Statement 1 \| Purpose of the Study 7 \| Research Questions 8 \| Theoretical Framework 9 \| Methodology .11 \| Significance of the Study 12 \| Assumptions and Limitations 13 \| Definition of Key Terms 13 \| Summary 14 \| Chapter II: LITERATURE REVIEW 16 \| Organization of the Review 16 \| Tutoring, Retention, and Academic Success 17 \| Tutoring and Academic Success Centers 20 \| Theories Underlying Tutoring 22 \| The Roles of Peer-Tutoring 24 \| Leadership and Tutoring 25 \| Tutoring Models and Programs 30 \| Online and Technology Based Tutoring 33 \| Retention 34 \| Academic Success 37 \| Summary 39 \| Chapter III: METHODOLOGY .41 \| Research Design 42 \| Site Information and Sample Selection 43 \| Instrumentation 47 \| Validity and Reliability 49 \| Data Collection Procedures 49 \| Data Analysis 50 \| Summary 53 \| Chapter IV: FINDINGS 54 \| Participant Background Information 55 \| Research Question One 56 \| Research Question Two 58 \| Research Question Three 60 \| Research Question Four 62 \| Research Question Five 64 \| Experiences with Tutors 65 \| Experiences with the Student Success Center 67 \| Expectations and Perceptions of Academic Success 68 \| Research Question Six 69 \| Data Integration 72 \| Chapter V: DISCUSSIONS, RECOMMENDATIONS, AND CONCLUSIONS .74 \| Discussions of the Findings 74 \| Recommendations for Practice 83 \| Qualifications of the Peer Tutors 83 \| Incorporating Technology into the Peer-Tutoring Process 86 \| More Facilitatively Peer-Tutoring 87 \| Recommendations for Further Research 88 \| Conclusions 89 \| REFERENCES 91 \| APPENDIX A: Instructions for Completing the SSC Evaluation Form 98 \| APPENDIX B: The SSC Evaluation Form 100 \| APPENDIX C: Permission to Utilize the SSC Evaluation Form 102 \| APPENDIX D: Institutional Review Board Approval 104 \|	en_US
dc.format.extent	1 electronic document, 117 pages.
dc.format.medium	Dissertations; Electronic records (digital records); PDF;
dc.language.iso	en_US	en_US
dc.rights	This dissertation is protected by the Copyright Laws of the United States (Public Law 94-553, revised in 1976). Consistent with fair use as defined in the Copyright Laws, brief quotations from this material are allowed with proper acknowledgment. Use of the materials for financial gain with the author's expressed written permissions is not allowed.
dc.subject	Dissertations, Academic--United States	en_US
dc.subject	Education	en_US
dc.subject	Mathematics--Study and teaching	en_US
dc.subject	Postsecondary education	en_US
dc.subject	University System of Georgia	en_US
dc.subject	Academic achievement	en_US
dc.subject	Dropouts--Prevention	en_US
dc.subject	Peer teaching	en_US
dc.title	A Study of the Academic Success and Retention of Postsecondary Students Peer-Tutored in Mathematics	en_US
dc.type	Dissertation	en_US
dc.contributor.department	Department of Curriculum, Leadership, and Technology of the Dewar College of Education and Human Services	en_US
dc.description.advisor	Leech, Don W.
dc.description.committee	Hsiao, E-Ling
dc.description.committee	Hull, Karla M.
dc.description.committee	LaPlant, James T.
dc.description.degree	Ed.D.	en_US
dc.description.major	Education in Leadership	en_US
dc.provenance	Released from embargo 20190611. mitcham-larry_dissertation_2018.pdf MD5: 81206545d51f94ee037dcf9a36a50519.