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ERIC Number: EJ886384
Record Type: Journal
Publication Date: 2010
Pages: 12
Abstractor: As Provided
Reference Count: 34
ISBN: N/A
ISSN: ISSN-1087-0059
Tutoring: A Support Strategy for At-Risk Students
Rheinheimer, David C.; Grace-Odeleye, Beverlyn; Francois, Germain E.; Kusorgbor, Cynthia
Learning Assistance Review, v15 n1 p23-34 Spr 2010
A longitudinal research study was conducted at a public university in Pennsylvania on a sample of 129 at-risk students from a state-funded program (Act 101) designed to provide support services for economically and educationally disadvantaged students. This research employed a non-experimental, ex post facto methodology to assess the impact of tutoring on persistence, retention, and graduation. Study variables included measures of academic performance, retention, use and frequency of tutoring, the number of years in college, gender, and total credits earned toward graduation. Data were analyzed with t-tests, chi-square tests, multivariate and multiple regressions, and logistic regression. Results of the study showed that tutoring had significant positive relationships with retention and academic performance and demonstrate that tutoring can be effective as a strategy for succeeding to graduation. (Contains 5 tables.)
National College Learning Center Association. Web site: http://www.nclca.org/tlar.htm
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Pennsylvania