NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
PDF on ERIC Download full text
ERIC Number: EJ1169340
Record Type: Journal
Publication Date: 2018
Pages: 21
Abstractor: As Provided
ISSN: ISSN-1195-4353
Exploring the Impact of Structured Learning Assistance (SLA) on College Writing
Giraldo-García, Regina J.; Magiste, Edward J.
College Quarterly, v21 n1 2018
This study determined that the addition of Structured Learning Assistance (SLA) attendance increased passage rates (from 66.5% to 82%) of first year students in English 101 courses. The model predicts first year students' performance in college writing, controlling for variables such as American College Test scores, and gender. A quasi-experimental design and a logistic regression model of analysis were used. The results indicate that attendance to SLA has a significant and positive impact on passing English 101. The authors discuss the importance of formal peer-tutoring and support and recommend increasing the number of SLA sessions for first-year college students.
Seneca College of Applied Arts and Technology. 1750 Finch Avenue East, Toronto, Ontario M2J 2X5, Canada. Tel: 416-491-5050; Fax: 905-479-4561; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: ACT Assessment
Grant or Contract Numbers: N/A