dc.contributor.author	Sullivan, Terence Andrew
dc.coverage.spatial	United States -- Georgia	en_US
dc.date.accessioned	2015-05-20T14:59:51Z
dc.date.available	2015-05-20T14:59:51Z
dc.date.issued	2015-05
dc.identifier.uri	http://hdl.handle.net/10428/1933
dc.description.abstract	The purpose of this study was to explore perceptions of students utilizing tutoring services at a centralized Student Success Center (SSC) at a public, comprehensive university in southern Georgia. The study was looking at how students’ perceived the influence tutoring had on their concepts of success in the class for which they received tutoring and overall success as college students. A qualitative research approach was used to examine the research question using a basic interpretive design. Semi-structured interviews were used to collect data from participants. Follow up interviews were conducted to allow participants to clarify meaning. This was triangulated with data from tutoring appointment forms to connect participant responses with information provided by tutors. Data was analyzed using a constant comparative method allowing the researcher to group the data into tentative categories and coding methods were then used to develop themes. These themes were reported using the voice and language of the participants as much as possible. The study found that students using the tutoring services had very positive perceptions of its influence on their success. Many found that without tutoring, they would have received significantly lower grades, been less confident in the material, more likely to drop the class and even withdraw from college. In addition, they reported the benefits from having one on one opportunities for learning and for learning from their peers. One finding that was unique is that the participants found benefits to their learning even from tutoring sessions they believed to be less than successful. INDEX WORDS: retention, persistence, academic success, tutoring, drop out, Tinto’s longitudinal model of student departure, Astin’s I-E-O model, Astin’s theory of involvement.	en_US
dc.language.iso	en_US	en_US
dc.subject	retention	en_US
dc.subject	persistence	en_US
dc.subject	academic success	en_US
dc.subject	tutoring	en_US
dc.subject	drop out	en_US
dc.title	The Role of Tutoring at a Campus Student Success Center and Student Perceptions of Academic Success	en_US
dc.type	Dissertation	en_US
dc.contributor.department	Curriculum, Leadership, and TechnologyLeadership	en_US
dc.description.advisor	Archer, D. Eric
dc.description.committee	Leech, Donald W.
dc.description.committee	Siegrist, Gerald R.
dc.description.committee	Hardy, Thomas W.
dc.description.degree	Ed.D.	en_US
dc.description.major	Education	en_US