Assessing the Impact of Tutorial Services

Abstract

Many institutions struggle to develop a meaningful way to assess the effectiveness of drop-in tutorial services provided to students. This article discusses the development of a data collection system based on a visitor sign-in system that proved to be an efficient method of gathering assessment data, including frequency of visits, end-of-course grades, and demographic information on student visitors. The data were used to analyze the impact of tutorial services on student grade rates, with special attention given to the effects of service on populations underrepresented (females and Blacks) in science, technology, engineering, and mathematics (STEM) fields. The results showed a significant difference in grade distributions among Black males and provided evidence to support the existence of self-selection biases in the use of tutorial services. The biases may include self-selected use of tutorial services by at-risk students, who are more likely to need support, and by self-motivated students, who are more likely to utilize all available resources to succeed.

KEYWORDS:

• tutoring
• tutorial services
• mathematics
• science
• assessment

Additional information

Notes on contributors

Cindy S. Ticknor

Cindy S. Ticknor, PhD, is a Professor of Mathematics Education and Interim Dean of the Honors College at Columbus State University. She conducts research on the impact of high impact practices and support services on student retention and progression.

Kimberly A. Shaw

Kimberly A. Shaw, PhD, is a Professor of Physics and Co-Director of the UTeach Program at Columbus State University. Her research interests include factors that impact student learning and success in college STEM settings.

Timothy Howard

Timothy Howard, PhD, is a Professor of Mathematics and Director of the Math & Science Learning Center at Columbus State University. His research interests include collegiate teaching and learning, factors affecting college student success, mathematical puzzles and games, and the preparation of K-12 teachers.