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Abstract
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 year.
In 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.