ERIC Number: ED112983
Record Type: Non-Journal
Publication Date: N/A
Reference Count: N/A
A Long-Term Study of the Efforts of Tutoring in Developmental Mathematics.
Carman, Robert A.
Low ability freshmen enrolled in a 1972 fall semester remedial mathematics course at Santa Barbara City College (California) were randomly divided into three groups: (1) a control group comprised of 62 students meeting for one hour per week in small subgroups to study programmed materials; (2) a classroom tutoring group comprised of 67 students meeting weekly in small subgroups, with class time divided between programmed materials and tutoring by trained, experienced tutors; and (3) a total tutoring group comprised of 61 students enrolled in weekly small group sessions like those for group two, but with all students receiving from one to five additional weekly hours of tutoring at other times. At the end of the semester, each student was interviewed using a structured interview technique. Neither course grades nor GPAs differed significantly among the three groups. However, significantly fewer students in the tutored groups withdrew from the course. In addition, the structured interviews showed that student attitudes in the tutored groups were significantly more positive toward both mathematics and all other courses. The pattern of increased persistence and positive attitude of the tutored group continued during the two years following tutoring. Data are organized into charts and tables, and a bibliography is appended. (NHM)
Publication Type: Reports - Research
Education Level: N/A
Authoring Institution: Santa Barbara City Coll., CA.