The effect of adding a feedback and self charting condition to a tutoring program was investigated using a multiple baseline design. Three elementary school children referred because of reading problems were tutored b...
详细信息
The effect of adding a feedback and self charting condition to a tutoring program was investigated using a multiple baseline design. Three elementary school children referred because of reading problems were tutored by undergraduates. After a baseline tutoring condition Ss were given a green chip for each sentence read correctly and a red chip for each sentence which contained an error. At the end of each session the Ss counted their chips and recorded them on a graph. The results indicated feedback and self charting substantially increased the rate of sentences read correctly and for two Ss reduced their error rate.
This study was concerned with whether a tutorial program could be effective in improving the academic performance of freshmen engineering students. A sample of thirty-one tutored and thirty-one non-tutored students we...
详细信息
This study was concerned with whether a tutorial program could be effective in improving the academic performance of freshmen engineering students. A sample of thirty-one tutored and thirty-one non-tutored students were matched on their previous high school rank and their cumulative fall and winter quarter grades. The tutorial program was offered during the spring quarter. A t-test of significance revealed that: (1) The tutorial program was more effective for students who extensively used the program. (2) Students with CGPA of less than a 2.00 made a significant academic improvement. (3) Students who infrequently used the services and students with a CGPA of more than a 2.00 did not differ statistically from their matched counterparts.
The purpose of this study was to examine the potential of a 1-year tutorial program to reduce the incidence of academic failure and attrition problems among freshman engineering students. A year-long program in Englis...
详细信息
The purpose of this study was to examine the potential of a 1-year tutorial program to reduce the incidence of academic failure and attrition problems among freshman engineering students. A year-long program in English, mathematics, and physics plus general tutoring was provided for freshman engineering students (ninety-four fall, ninety-four winter, and ninety-three spring quarters) throughout the 1967-68 school *** eleven of the nineteen comparisons between tutored and non-tutored, the tutored group’s mean adjusted grade point average (GPA) was either significantly higher or approached significance. A higher percentage of tutored students were achieving at above a 2. 00 GPA after 1 year when compared with two separate non-tutored samples (51% - 43% - 22%). A lower percentage of tutored students withdrew during the first year when compared with two separate non-tutored samples (14% - 24% - 35%). The results support the use of a tutoring program at the freshman level as a means of reducing the number of academic and attrition problems.
暂无评论