Tutoring: A Support Strategy for At-Risk Students

Autor/inn/en	Rheinheimer, David C.; Grace-Odeleye, Beverlyn; Francois, Germain E.; Kusorgbor, Cynthia
Titel	Tutoring: A Support Strategy for At-Risk Students
Quelle	In: Learning Assistance Review, 15 (2010) 1, S.23-34 (12 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1087-0059
Schlagwörter	Educationally Disadvantaged; Academic Achievement; At Risk Students; Credits; Program Effectiveness; Tutoring; Longitudinal Studies; Economically Disadvantaged; Disadvantaged Youth; Undergraduate Students; Public Colleges; State Legislation; Educational Legislation; State Programs; State Aid; Academic Persistence; School Holding Power; Graduation Rate; Predictor Variables; Gender Differences; Statistical Analysis; Regression (Statistics); Tutors; Pennsylvania + Suchen Sie Ihr Suchwort? Schulleistung; Förderkonzept; Nachhilfeunterricht; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Benachteiligter Jugendlicher; Landesrecht; Bildungsrecht; Schulgesetz; Regierungsprogramm; Prädiktor; Geschlechterkonflikt; Statistische Analyse; Regression; Regressionsanalyse; Förderlehrer; Lehrender; Tutor
Abstract	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.) (As Provided).
Anmerkungen	National College Learning Center Association. Web site: http://www.nclca.org/tlar.htm
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10