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Abstract
A skilled, trained tutor can often serve a vital role in helping students to achieve their academic goals. However, few quantitative studies have been undertaken to determine the effectiveness and benefits of peer tutoring at the postsecondary level. This study demonstrates that tutorial assistance, independent of the student-input variables of gender, SAT score, math placement level, and high school GPA, had a significant effect on students' final examination scores in a mathematics course taught at the University of Arizona. Additional analysis revealed that the math performance of the selected sample had a positive relationship to student SAT score, high school GPA, and math placement level.
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Notes on contributors
Yonghong Xu
Yonhong Xu is a PhD student in the Department of Educational Psychology at the University of Arizona and currently works in the University Learning Center as a Specialist of Testing Systems. Her academic interests are test and measurement reliability. Stacey Hartman is a PhD student in the Department of Educational Psychology at the University of Arizona and currently coordinates tutoring programs for the University Learning Center. Guillermo Uribe, PhD is the Manager of Learning Technologies and Information Systems for the University Learning Center at the University of Arizona since 1990. Research interests include developing computer and internet-based tools for learning assistance centers. Reed Mencke, PhD is the Assistant Director of the University Learning Center at the University of Arizona.
Stacey Hartman
Yonhong Xu is a PhD student in the Department of Educational Psychology at the University of Arizona and currently works in the University Learning Center as a Specialist of Testing Systems. Her academic interests are test and measurement reliability. Stacey Hartman is a PhD student in the Department of Educational Psychology at the University of Arizona and currently coordinates tutoring programs for the University Learning Center. Guillermo Uribe, PhD is the Manager of Learning Technologies and Information Systems for the University Learning Center at the University of Arizona since 1990. Research interests include developing computer and internet-based tools for learning assistance centers. Reed Mencke, PhD is the Assistant Director of the University Learning Center at the University of Arizona.
Guillermo Uribe
Yonhong Xu is a PhD student in the Department of Educational Psychology at the University of Arizona and currently works in the University Learning Center as a Specialist of Testing Systems. Her academic interests are test and measurement reliability. Stacey Hartman is a PhD student in the Department of Educational Psychology at the University of Arizona and currently coordinates tutoring programs for the University Learning Center. Guillermo Uribe, PhD is the Manager of Learning Technologies and Information Systems for the University Learning Center at the University of Arizona since 1990. Research interests include developing computer and internet-based tools for learning assistance centers. Reed Mencke, PhD is the Assistant Director of the University Learning Center at the University of Arizona.
Reed Mencke
Yonhong Xu is a PhD student in the Department of Educational Psychology at the University of Arizona and currently works in the University Learning Center as a Specialist of Testing Systems. Her academic interests are test and measurement reliability. Stacey Hartman is a PhD student in the Department of Educational Psychology at the University of Arizona and currently coordinates tutoring programs for the University Learning Center. Guillermo Uribe, PhD is the Manager of Learning Technologies and Information Systems for the University Learning Center at the University of Arizona since 1990. Research interests include developing computer and internet-based tools for learning assistance centers. Reed Mencke, PhD is the Assistant Director of the University Learning Center at the University of Arizona.