Tutorial Services and Academic Success

Abstract

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.