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José L. Arco, Francisco D. Fernández y Maribel Minaca

Improving University's first year student performance and retention by using peer-tutoring at the University of Granada (Spain). José L. Arco, Francisco D. Fernández y Maribel Minaca Departament of Educational and Developmental Psychology University of Granada.

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José L. Arco, Francisco D. Fernández y Maribel Minaca

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  1. Improving University's first year student performance and retention by using peer-tutoring at the University of Granada (Spain) José L. Arco, Francisco D. Fernández y Maribel Minaca Departament of Educational and Developmental Psychology University of Granada The 4th annual PAL Symposium on Peer Assisted Learning Galway, 12-13 of May 2010

  2. PTP at the University of Granada Contents J. L. Arco, F. D. Fernández y M. Miñaca “Improving University's first year student performance and retention by using peer-tutoring at the University of Granada (Spain)” • Introduction • Objective and hypothesis • Method 3.1. Participants 3.2. Materials 3.3. Methodological designs 3.4. Procedure 3.5. Data analysis • Results and conclusions

  3. PTP at the University of Granada Introduction J. L. Arco, F. D. Fernández y M. Miñaca TO INCREASE THE QUALITY OF TEACHING AND LEARNING PROCESS (T-L) TO PREVENT HIGH LEVEL OF ACADEMIC FAILURE WHY? • Impulse ( Improve ) and maximize the quality of T-L process • Demand for T-L process focused on the acquisition of competences and strategies to enable the students to a self-regulated learning • Drop-outs rate 26%, 48% of university students do repeat course, and only 26% of the students finish their studies in due time (60% of the drop-outs take place during the first academic year) • The average duration of university programs for a great number of students is almost half over the institutionally pre-established time “Bolonia process” Spanish higher education system show a low productivity level CAUSAL MODEL DESIGN AND PLANNING INTERVENTION

  4. PTP at the University of Granada Introduction J. L. Arco, F. D. Fernández y M. Miñaca Programs offering help and support to new students so as to facilitate their integration into the new social and academic environment Programs designed to increase and enhance the psycho-pedagogical skills of the professoriate PTP PTP is a process of psycho-pedagogical intervention based on peer tutoring sessions whereby older, more experienced students (seniors, Master’s) undergo a tutoring training seminar taught by the University’s professional staff (“dyadic cross-year fixed-role peer tutoring”). This assistance process, drawing upon counseling approaches, enables students to know, understand, and make decisions upon issues like spending time on task, engaging in quality of effort and/or participating more actively in learning. All this seems to foster greater student autonomy and engagement

  5. PTP at the University of Granada Introduction J. L. Arco, F. D. Fernández y M. Miñaca Several studies and reports show that these programs tend to achieve higher levels of efficacy and efficiency SPANISH HIGHER EDUCATION PRE-HIGHER EDUCATION INTERNATIONAL HIGHER EDUCATION PTP has a long-standing tradition in secondary schooling (Ej., Durán, 2002; Durán y Vidal, 2004; Kalkowski, 1995; McKinstery y Topping, 2003; Nazzal, 2002; Robinson, Schofield y Steers, 2005; Rohrbeck, Ginsburg, Fantuzzo y Miller, 2003; etc.) Several studies show improvements in addressing diverse problems, such as academic failure, cognitive and metacognitive strategies deficit, and difficulties in social integration (Ej., Arendale, 2003; Blowers, Ramsey, Merriman y Grooms, 2003; Falchikov, 2001; Higgins, 2004; Kear, 2004; Lamy y Hassan, 2003; Mynard y Almarzouqi, 2006; Nestel y Kidd, 2003; Topping, 1996; etc.) • “Mentoring system” US (Valverde, García y Romero, 2003) • “Student-tutor programa” UPV (Rodríguez, Cáceres y García, 2003) • “Velero program” ULA (Álvarez, 2002) • “Mentor proyect” UPM (UPM, 2004) • “Tutor program” UCA (García, Rodríguez y Pajares, 1999) • “Peer Tutoring Program” UGR (Fernández and Arco, 2007)

  6. PTP at the University of Granada Objective and Hypothesis J. L. Arco, F. D. Fernández y M. Miñaca • The objective of our study was to determine the impact of a peer tutoring program to prevent academic failure and drop out among first year students, and also to identify the potential benefits on students from last course or postgraduate students. • The following hypotheses were established: • As a result of the PTP, there will be a statistically significant improvement in the freshmen treatment group’s Grade Point Average (GPA), Performance Rate (PR) (measured by the coefficient of the number of credits passed divided by the number of credits registered) and Success Rate (SR) (measured by the coefficient of the number of credits passed divided by the number of credits examined), as compared to that of the freshmen control group. • As a result of the PTP, there will be a statistically significant improvement in the freshmen treatment group’s cognitive and metacognitive strategies (measured by the Pozar’s Study habits inventory, 2002), as compared to those of the freshmen control group.

  7. PTP at the University of Granada Objective and Hypothesis J. L. Arco, F. D. Fernández y M. Miñaca • As a result of the PTP, there will be a statistically significant pre- and post-test differences within the freshmen treatment group’s cognitive and metacognitive strategies, as measured by the Pozar’s Study Habits inventory (2002). • As a result of the PTP, there will be a statistically significant difference in the cognitive and metacognitive strategies of the tutors’ group, as measured by Pozar’s Study Habits Inventory (2002). • As a result of the PTP, there will be a statistically significant difference in the social skills of the tutors’ group, as measured by Gismero’ Social Skills Scale (2000).

  8. PTP at the University of Granada Participants: samplingprocedure J. L. Arco, F. D. Fernández y M. Miñaca NON-PROBABILISTIC SAMPLING TECHNIQUE “Purposeful sampling” STAGE 2 STAGE 3 STAGE 1 STAGE 4 Tentative sampling Difussion Plan: 9 groups of doctoral and senior students and 10 groups of freshmen were visited Inviting participation 4 UGR degree programs with the lower rates of academic success were asked permission to allow the students in their respective colleges to participate in the PTP Selecting the field of study UGR was chosen as the field of study due to the fact that it was wherein the PTP was located Definite sampling 45 doctoral and senior students and 197 freshmen Tutors selection Freshmen selection Contract agreement Self-evaluation report Study habits inventory Social skills scale copies of academic report

  9. PTP at the University of Granada Participants: groups composition J. L. Arco, F. D. Fernández y M. Miñaca 141 students from the UGR 100 freshmen 41 tutors 41 students from last course or postgraduate students - Average age: 23,90 years (range = 21-29) - 15 female / 20 male - Civil Engineering: 16 - Pharmacy: 9 - Economics: 7 - Chemical Engineering: 9 Control group 50 freshmen - Average age: 17,90 years (range = 17-19) - 26 female / 24 male - Civil Engineering: 20 - Pharmacy: 11 - Economics: 10 - Chemical Engineering: 9 Treatment group 50 freshmen - Average age: 17,90 years (range = 17-19) - 26 female / 24 male - Civil Engineering: 20 - Pharmacy: 11 - Economics: 10 - Chemical Engineering: 9

  10. PTP at the University of Granada Participants: Matching procedure J. L. Arco, F. D. Fernández y M. Miñaca STAGE 4 Tutors Freshmen Matching Procedure Of the 45 doctoral and senior students with initially volunteered, 41 were selected as tutors according to the following criteria: • Concerning the 197 freshmen who initially volunteered, 110 were finally selected and paired up according to equivalences in two sets of variables (the remaining 87 students were discarded due to the lack of an appropriate match): • Demographic (e.g., age, gender, nationality, etc.). • Academic (e.g., degree program, program year, schedule, etc.). • Furthermore, 5 of the 55 initial pairs of freshmen were discarded due to the lack of available tutors (of the 41 tutors, nine agreed to tutor two freshmen) • Having a GPA higher than 1,5 (in a scale from 0 to 4). • Having an enneatype whose score was higher than 4 points on each one of the scales of the Pozar’s Study habits inventory. • Scoring 25 points or higher in 4 of the subscales and the overall direct score on Gismero’s Social skills scale. • Having positive scores on the rest of the areas of the Self-evaluation reports. • Attending the four PTP training sessions. • Passing the practical PTP training tests. Parametric and non-parametric analyses did not reveal significant statistical differences between the groups, thus proving their equivalence Each member of each pair was randomly assigned to either the treatment group or the control group

  11. PTP at the University of Granada Materials I J. L. Arco, F. D. Fernández y M. Miñaca MATERIALS STAGE PURPOSES PRE INTERVENTION POST TRAINING M1 M2 M3 R E S E ARCH Observation report X Monitor tutors training course Monitoring report 1 X Monitor tutoring session Monitoring report 2 X Monitor tutoring session Diary X X X X X X Report information about the program Database Access y SPSS X X X X X X Registerinformation T U T O R S Contract agreement X Define the rights and obligations Self-evaluation report X Report relevant information IHE (Pozar, 2002) X X Assess learning strategies EHS (Gismero, 2000) X X Assess social skills Academic report X Report academic information to selection Training course evaluation questionnaire X Assess training course Tutors manual program X X X X Monitor tutoring session Monitoring questionnaire X X Monitor tutoring session Discussion group report X Monitor tutoring session

  12. PTP at the University of Granada Materials II J. L. Arco, F. D. Fernández y M. Miñaca MATERIALS STAGE PURPOSES PRE INTERVENTION POST TRAINING M1 M2 M3 T R E A T M E N T G R O U P Contract agreement X Define the rights and obligations Self-evaluation report X Report relevant information IHE (Pozar,1989) X X Assess learning strategi Academic report X X Report academic information // Assess GPA, SR and PR Freshmen program manual X X X Monitor tutoring session Monitoringquestionnaire X X Monitor tutoring session C O N T R O L G R O U P Contract agreement X Define the rights and obligations Self-evaluation report X Report relevant information IHE (Pozar, 2002) X X Assess learning strategies Academic report X X Report academic information // Assess GPA, SR and PR

  13. Sample Group Pretest Treatment Posttest Tutors Tutors O1 X O2 PTP at the University of Granada Methodological designs J. L. Arco, F. D. Fernández y M. Miñaca A static-group comparison design for hypotheses 1 Sample Group Pretest Treatment Posttest Freshmen Treatment -- X O1 Control -- -- O2 A pretest-posttest control group design for hypotheses 2 y 3 Sample Group Pretest Treatment Posttest Freshmen Treatment O1 X O2 Control O3 -- O4 A one-group pretest-posttest design for hypotheses 4 y 5

  14. PTP at the University of Granada Procedure: logic model J. L. Arco, F. D. Fernández y M. Miñaca NEEDS ASSESSMENT DIAGNOSTIC CONCLUSION PURPOSES SELECTION PROGRAM DESIGN AND PLANNING IMPACT MODEL TARGET POPULATION INTERVENTION DESIGN SELECTION MONITORING PLAN INTERVENTION PLAN RESULTS EVALUATION PLAN OBSERVATION REPORT PTP TUTORS TRAINING COURSE CH IH AH DESIGNS CUASIEXPERIMENTALES PTP TRAINING COURSE EVALUATION QUESTIONNAIRE S4 S1 S2 S3 SAMPLING SELECTION PROCEDURE CONFIGURATION GROUP PROCEDURE TUTORING SESSION MOITORINGQUESTIONNAIRE MONITORING 1 STAGE 1 S1 S2 S3 S4 S5 S6 S7 S8 S9 S10 MONITORING 2 STAGE 2 ACADEMIC REPORT INTERVENTION JUSTIFICATION MONITORING 3 STAGE 3 STAGE 4 IHE (Pozar, 2002) EHS (Gismero, 2000) APPLICATION PROGRAM SAMPLING SELECTION AND ALLOCATIONS GROUPS MONITORING PLAN INTERVENTION PLAN RESULTS EVALUATION PLAN EVALUATION OUTCOMES INTERVENTION OUTCOMES RELEASE PLAN

  15. PTP at the University of Granada Tutors training course J. L. Arco, F. D. Fernández y M. Miñaca • Session 1, besides providing an introduction and the justification of the PTP, dealt with the use of the tutors’ field note diary, the development of the first tutoring session, and the evaluation of the freshmen’s needs. • Session 2, aimed at sleeping habits, eating habits, and intellectual work habits (e.g., self-regulation, goal setting, time management). • Session 3, focused on strategies for classroom note taking and assignment completion) and intellectual work techniques (e.g., strategies for accessing information databases, organizing, and exam preparation). • Session 4, tackled basic social skills.

  16. PTP at the University of Granada Tutoring sessions J. L. Arco, F. D. Fernández y M. Miñaca

  17. PTP at the University of Granada Tutoring sessions J. L. Arco, F. D. Fernández y M. Miñaca

  18. PTP at the University of Granada Tutoring sessions J. L. Arco, F. D. Fernández y M. Miñaca

  19. PTP at the University of Granada Tutoring sessions J. L. Arco, F. D. Fernández y M. Miñaca

  20. PTP at the University of Granada Tutoring sessions J. L. Arco, F. D. Fernández y M. Miñaca

  21. PTP at the University of Granada Data analysis J. L. Arco, F. D. Fernández y M. Miñaca

  22. PTP at the University of Granada Results and conclusions J. L. Arco, F. D. Fernández y M. Miñaca Hypothesis 1 (re: Freshmen’s GPA, PR and SR) d = 0,22 d = 0,18 d = 0,17

  23. PTP at the University of Granada Results and conclusions J. L. Arco, F. D. Fernández y M. Miñaca Hypothesis 2 (re: Freshmen’s intergroup cognitive and metacognitive strategies) F = 11,59 F = 11,00 p<0,01 p<0,01

  24. PTP at the University of Granada Results and conclusions J. L. Arco, F. D. Fernández y M. Miñaca Hypothesis 3 (re: Freshmen’s intragroup cognitive and metacognitive strategies) t = -2,41 t = -4,73 t = -6,840 t = -4,46 p<0,05 p<0,001 p<0,001 p<0,001

  25. PTP at the University of Granada Results and conclusions J. L. Arco, F. D. Fernández y M. Miñaca Hypothesis 4 (re: Tutor’s intragroup cognitive and metacognitive strategies) t = -3,02 t = -2,33 p<0,01 p<0,05

  26. PTP at the University of Granada Results and conclusions J. L. Arco, F. D. Fernández y M. Miñaca Hypothesis 5 (re: Tutor’s intragroup social skills) t = -2,13 p<0,05 t = -2,07 p<0,05

  27. PTP at the University of Granada Results and conclusions J. L. Arco, F. D. Fernández y M. Miñaca THANK YOU!

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