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ERIC Number: EJ1154560
Record Type: Journal
Publication Date: 2017
Pages: 22
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1087-0059
EISSN: N/A
Data-Based Program Reform: A Shift from Supplemental Instruction to Weekly Tutoring Groups
Mendes, Skyler H.; Fede, Jacquelyn H.; Wilks, Megan B.
Learning Assistance Review, v22 n2 p75-96 2017
The aim of this analysis was to determine from a pilot project whether a new style of course-connected learning support for students in gateway STEM courses could be more successful on the University of Rhode Island's campus than the traditional Supplemental Instruction (SI) model. The new model, Weekly Tutoring Groups (WTG), addressed several of the challenges (attendance, timing, group size) students and staff reported with the SI model. In the pilot semester, 212 students enrolled in courses previously supported by SI participated in WTG. Compared to SI, the new program saw an increase in students attending regularly, a significant difference in proficient grades between participants and nonparticipants, and a significant difference in the actual grades received by the participants compared to the grades they reported they would have received without participation in the WTG program. The success of the pilot semester has led learning center staff to continue with the WTG program rather than return to SI.
National College Learning Center Association. Web site: http://www.nclca.org/tlar
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Rhode Island
Grant or Contract Numbers: N/A