NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
PDF on ERIC Download full text
ERIC Number: EJ926360
Record Type: Journal
Publication Date: 2011
Pages: 15
Abstractor: As Provided
Reference Count: 24
ISBN: N/A
ISSN: ISSN-1079-0195
The Impact of Tutoring on the Academic Success of Undeclared Students
Reinheimer, David; McKenzie, Kelly
Journal of College Reading and Learning, v41 n2 p22-36 Spr 2011
A cohort of first-time, full-time, degree-seeking undeclared freshmen at a medium-sized university in Pennsylvania was used to study the relationship between tutoring and the retention rates and decision paths of undeclared students. Undeclared students who did and did not receive tutoring were tracked over four years to determine rate and longevity of retention, academic performance, and time span for selecting a major. This research utilized a non-experimental, causal-comparative methodology with data analyzed through t-tests, chi-square procedures, logistic regression, and survival analysis. Findings from the study indicate that tutoring had a significant impact on retention, but not on GPA or on time to select a major. (Contains 7 tables.)
Texas State University San Marcos. Department of Curriculum and Instruction, 601 University Drive, San Marcos, TX 78666. Tel: 512-245-2303; Fax: 512-245-8151; Web site: http://www.crla.net
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Pennsylvania