ERIC Number: ED042442
Record Type: Non-Journal
Publication Date: 1970
Reference Count: N/A
An Analysis of the Effectiveness of Tutorial Assistance in English 42: Performance and Persistence Among Low Achieving Students.
Santa Barbara City Coll., CA. Office of Research and Development.
Santa Barbara City College recently established a tutorial center to serve the needs of educationally disadvantaged students, particularly those with minority backgrounds. To investigate the impact ot these services, the performance and persistence of 75 students enrolled in a preparatory English course were studied. Each section was taught by the same instructor using similar techniques, and students were free to choose whether or not they wished to seek tutorial assistance. At the end of the semester, 63 per cent of the students completed the course. This compares favorably with the previous 65 per cent course-completion rate. Of the 65 students enrolled beyond the fifth week, none of the 24 who received tutorial assistance withdrew, as compared with a withdrawal rate of 59 per cent for the 41 non-tutored students. Contrasting prior performance of tutored and non-tutored students in terms of cumulative GPA's, it was found that the lower his prior GPA, the less likely the student was to take advantage of the tutoring service. Performance on a standardized reading achievement test (SRA Reading Record) showed almost identical grade level gains for both tutored and non-tutored students. In conclusion, the impact of this tutorial program on performance and persistence has been positive, with noteworthy effects on persistence. [Because of marginal reproducibility of original, this document is not available in hard copy.] (JO)
Publication Type: N/A
Education Level: N/A
Authoring Institution: Santa Barbara City Coll., CA. Office of Research and Development.
Identifiers - Location: California