International Electronic Journal of Mathematics Education

Effect of Tutoring on Passing Remedial Mathematics Courses
  • Article Type: Research Article
  • International Electronic Journal of Mathematics Education, 2017 - Volume 12 Issue 3, pp. 827-835
  • Published Online: 27 Nov 2017
  • Article Views: 272 | Article Download: 329
  • Open Access Full Text (PDF)
AMA 10th edition
In-text citation: (1), (2), (3), etc.
Reference: Wu Y, Jóhannsdóttir B, Sundar V. Effect of Tutoring on Passing Remedial Mathematics Courses. Int Elect J Math Ed. 2017;12(3), 827-835.
APA 6th edition
In-text citation: (Wu et al., 2017)
Reference: Wu, Y., Jóhannsdóttir, B., & Sundar, V. (2017). Effect of Tutoring on Passing Remedial Mathematics Courses. International Electronic Journal of Mathematics Education, 12(3), 827-835.
Chicago
In-text citation: (Wu et al., 2017)
Reference: Wu, Yanhong, Björg Jóhannsdóttir, and Viji Sundar. "Effect of Tutoring on Passing Remedial Mathematics Courses". International Electronic Journal of Mathematics Education 2017 12 no. 3 (2017): 827-835.
Harvard
In-text citation: (Wu et al., 2017)
Reference: Wu, Y., Jóhannsdóttir, B., and Sundar, V. (2017). Effect of Tutoring on Passing Remedial Mathematics Courses. International Electronic Journal of Mathematics Education, 12(3), pp. 827-835.
MLA
In-text citation: (Wu et al., 2017)
Reference: Wu, Yanhong et al. "Effect of Tutoring on Passing Remedial Mathematics Courses". International Electronic Journal of Mathematics Education, vol. 12, no. 3, 2017, pp. 827-835.
Vancouver
In-text citation: (1), (2), (3), etc.
Reference: Wu Y, Jóhannsdóttir B, Sundar V. Effect of Tutoring on Passing Remedial Mathematics Courses. Int Elect J Math Ed. 2017;12(3):827-35.

Abstract

The goal of this study was to investigate the effect of tutoring on students passing rate in remedial mathematics algebra courses, and to probe students’ own reasons for failing an introductory mathematics course. Two experiments were conducted, one to study the impact of individual tutoring for students taking a remedial course for the second time, and the second to study the impact of an in-class tutoring for a whole group. In both experiments, statistical analysis indicated that tutoring significantly improved passing rate in the remedial courses and increased the mean scores for the first time takers.

References

  • Cherif, A.H., Adams, G.E., Movahedzadeh, F., Martyn, M.A, & Dunning, J. (2014). Why do students fail? Faculty perspective. http://cop.hlcommision.org/Learning-Environments/
  • Cholewa, B. & Ramaswam, S. (2015).  The effect of counseling on the retention and academic performance of  under-prepared freshmen. J. College Student Retention, 17, 204-225.
  • Cooper, E. (2010). Tutoring center effectiveness: The effect of drop-in tutoring.  Journal of College reading and Learning, 40(2), 21-34.
  • Diggle, P.J., Heagerty, P.J., Liang,K-Y., & Zeger, S.L. (2002).  Analysis of Longitudinal Data. 2nd  Eds., Oxford  University Press.
  • Hendriksen, S.I., Yang, L., Love, B., & Hall, M. C. (2005). Assessing academic support: The effects of tutoring on student learning outcomes. Journal of College Reading and Learning, 35(2), 56-65.
  • Hock, M., Deshler, D., & Schumaker, J. (1999). Tutoring  programs for academically underprepared college students: A review of the literature. Journal of College Reading and Learning, 29(2), 101-122.
  • Hodges, R. (2001). Encouraging high-risk student participation in tutoring and supplemental instruction. Journal of   Developmental Education, 24(3), 2-7.
  • Long, J.D. (2012). Longitudinal Data Analysis for the Behavioral Sciences Using R. SAGE Publications, Inc.
  • Lotkowski, V., Robbins, S., & Noeth, R. (2004). The role of academic and non-academic factors in   improving college retention.  ACT Policy Report.
  • Navarra-Madsena, J. & Ingram, P. (2010). Mathematics tutoring and student success, Procedia Social and Behavioral Sciences, 8, 207-212
  • Reinheimer, D. & McKenzie, K. (2011). The impact of tutoring on the academic success of undeclared students. Journal of College Reading and Learning, 41(2), 22-36.
  • Russ, V.A. (2015). The Relationship between Final Grades and Tutoring of Methods of At-risk College Freshmen. Walden Dissertations and Doctoral Studies.
  • Tinto, V. (1975).               Dropouts from higher education:  A theoretical synthesis of recent research.     Review of Educational Research, 45, 89-125.
  • Tinto, V. (1993). Leaving college: Rethinking the causes and cures of student attrition (2nd Ed.). Chicago: University of Chicago Press.
  • Tinto, V. (2006). Research and practice of student retention: What next? J. College Student Retention, 8, 1-19.
  • Xu, Y., Hartman, S., & Mencke, R. (2001). The effects of peer tutoring on undergraduate students’ final   examination  scores in mathematics. Journal of College Reading and Learning, 32(1), 22-31.

License

This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.