A Study of the Academic Success and Retention of Postsecondary Students Peer-Tutored in Mathematics
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Authors
Mitcham, Larry G.
Issue Date
2018-05
Type
Dissertation
Language
en_US
Keywords
Dissertations, Academic--United States , Education , Mathematics--Study and teaching , Postsecondary education , University System of Georgia , Academic achievement , Dropouts--Prevention , Peer teaching
Alternative Title
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;
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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.