The Impact of Tutoring on the Academic Success of Undeclared Students

Abstract

A cohort of first-time, full-time, degree-seeking undeclared freshmen at a medium-sized university in Pennsylvania was used to study the relationship between tutoring and the retention rates and decision paths of undeclared students. Undeclared students who did and did not receive tutoring were tracked over four years to determine rate and longevity of retention, academic performance, and time span for selecting a major. This research utilized a non-experimental, causal-comparative methodology with data analyzed through t-tests, chi-square procedures, logistic regression, and survival analysis. Findings from the study indicate that tutoring had a significant impact on retention, but not on GPA or on time to select a major.

Additional information

Notes on contributors

David Reinheimer

David C. Rheinheimer, Ed.D., is Distinguished Professor and Director of the University-Wide Tutorial Program at East Stroudsburg University. Dr. Rheinheimer also serves as adjunct professor to the Department of Professional and Secondary Education at ESU where he teaches the research seminar courses in their doctoral program. Dr. Rheinheimer's current research interests include student retention, self-efficacy, and other issues involving student success and academic achievement.

Kelly McKenzie

Kelly McKenzie, M.Ed., is a Professor of the Undeclared Advising Program at East Stroudsburg University. Before serving as professor of advising, Professor McKenzie was a professor of Communication Studies. Professor Mckenzie's current research interests include student retention, at-risk student populations, undeclared students, advising, communication, and other issues involving student success and academic achievement.