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ERIC Number: EJ915013
Record Type: Journal
Publication Date: 2011-Feb
Pages: 20
Abstractor: As Provided
ISSN: ISSN-1361-1267
The Effect of Access to an Online Tutorial Service on College Algebra Student Outcomes
Kersaint, Gladis; Dogbey, James; Barber, Jeff; Kephart, David
Mentoring & Tutoring: Partnership in Learning, v19 n1 p25-44 Feb 2011
This study investigated outcomes (achievement, attitude, and retention) of college algebra students who had access to an online tutoring resource using a pre-posttest control group design. Students in the experimental groups were provided access to an online tutoring service unlike the students in the control group. Both groups had access to other forms of tutorial services available at the university. Collected data included algebra content knowledge test, attitude survey, online tutoring logs, and retention data. The content knowledge gain scores of students in the experimental group who used the online tutoring service ("E-Users") were significantly higher than the students in the experimental who did not use the service ("E-Non-Users"). E-Users reported better attitudes about help seeking than E-Non-Users. More students in the experimental group persisted and remained in the course than did in the control group. (Contains 1 note, 1 figure, and 3 tables.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
What Works Clearinghouse Reviewed: Does Not Meet Evidence Standards