All of us at the LRC are interested in continuously improving our services and ensuring that we are effectively helping students and assisting professors. We would like to know your ideas about improving our services.
Tutoring, Persistence, and Retention
Several research studies provide evidence that tutoring can significantly assist a student in earning a higher GPA, persist in their education, and increase the retention of students. Rheinheimer, et al (2010) tracked 129 incoming Act 101 students at a public university in Pennsylvania and found that "…students who were tutored were 13.5 times more likely to graduate than students who were not tutored…" (p. 28). The total number of hours tutored significantly predicted cumulative GPA, credits earned towards graduation, and graduation. This recent study demonstrated that tutoring helps improve students’ academic performance, persistence, and retention.
The immediate positive feedback of an online tutoring system has been linked to an increase of metacognitive and cognitive skills (Saadawi, et al, 2009). In addition, Hodges and White (2001) found that tutoring is a contributing factor to the academic success of students, and Boylan, Bliss, and Bonham (1997) found that the training of tutors related significantly (p=<0.05) to higher first term GPA, higher cumulative GPA, and the retention of students. With the above evidence in mind, the LRC tutors, both professional and peer, are trained and certified through the International Tutoring Program Certification process of the College Reading and Learning Association.
Request for Your Response
We, in the LRC, would like to know how we can work more closely with faculty and rectify any problems faculty see. We also welcome your suggestions on how to have more students utilize the LRC so we can be more effective in aiding students to persist in their education and graduate.
Boylan, H., Bliss, L., and Bonham, B. (1997). Program components and their relationship to student performance. Journal of Developmental Education, 20(3).
Hodges, R. and White, W. (2001). Encouraging high-risk student participation in tutoring and supplemental instruction. Journal of Developmental Education, 24(3), 2-11.
Rheinheimer, D.C., Grace-Odeleye, B., Francois, G.E., and Kusorgbor, C. (2010). Tutoring: A support strategy for at-risk students. Learning Assistance Review, 15(1), 23-34.
Saadawi, G., Azevedo, R., Castine, M., Payne, V., Medvedeva, O., Tseytlin, E., Legowski, E., Jukic, D., and Crowley, R. (2010). Factors affecting the felling-of-knowing in a medical intelligent tutoring system: The role of immediate feedback as a metacognitive scaffold. Advances in Health Science Education, 15, 9-30.