Assessment of Tutoring Laboratories in a Learning Assistance Center

Abstract

The Learning Resource Center at Lincoln University, Pennsylvania, provides tutoring laboratories that are required for developmental reading, writing, and math courses. This article reviews the processes used to plan and determine the effectiveness of the tutoring laboratories, including logic models, student learning outcomes, and the results of an analysis of the differences between pretest and posttest scores using a t test and eta² (measure of effect). The pretest and posttest scores of students who attended at least six lab sessions were examined. The t test results indicated a high level of significance and the eta² score indicated a moderate to strong effect. Students in the tutoring laboratories showed gains in academic skills from the pretest to the posttest, supporting the effectiveness of the tutoring laboratories, and the assessment process provided accessible information that was used to improve the tutoring laboratory program.

Additional information

Notes on contributors

Patricia Fullmer

Patricia Fullmer is Director of the Learning Resource Center at Lincoln University, Pennsylvania. She received her doctorate degree from Wilmington University, and her master's and bachelor's degrees from Temple University.