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Purpose of the Study

Effects of Peer-Tutoring on First Year (FY) Mathematics Course (Trend Analysis) Sandra Jovicic The University of Akron. Purpose of the Study.

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Purpose of the Study

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  1. Effects of Peer-Tutoring on First Year(FY) Mathematics Course(Trend Analysis)Sandra JovicicThe University of Akron

  2. Purpose of the Study A year long study (Fall 2008/Spring 2009) was designed to investigate the effects of peer-tutoring on academic success of students enrolled in Intermediate Algebra (IA) course. Intermediate Algebra (considered to be a review of high-school algebra) is a course taken mostly by first-year students.

  3. Sampling Twelve course sections (6 per semester) were chosen to participate in the study by utilizing purposeful sampling. Criteria: • Pairs of sections taught at similar times and days were assigned same instructor • One pair of sections (per semester) was offered during day hours (before 5:00 p.m.) on Monday, Wednesday, and Friday • One pair of sections (per semester) was offered during day hours on Tuesday and Thursday • One pair of sections (per semester) was offered during evening hours (after 5:00 p.m.) two days per week.

  4. Study Design Experimental Design: one section from each pair was randomly designated as an experimental group, and the other one was labeled as a control group. • The experimental group sections were required to attend mandatory peer-tutoring (provided by the Math Lab), minimum one hour per week. • The experimental group sections were required to submit their homework in the Math Lab at the end of each week. (Students who failed to complete at least one hour of tutoring for that week did not have their homework accepted for grading.)

  5. Participants • Twelve course sections with 442 students participated in the study over the course of the academic year. • Total of 48 students withdrew from the course, leaving the sample size of n=394. • The experimental group consisted of 207 students (97 male, 110 female) • The control group consisted of 187 students (93 male, 94 female)

  6. Relationship Between Gender and IA Grades (all students participating in the study)

  7. Basic Mathematics Students • In order to enroll in IA students take a mathematics placement test (ACT, SAT, or COMPASS) or they complete Basic Math II course with C- or a higher grade. • Out of 394 students participating in the study, 176 students completed a Basic Math II (BMII) course prior to enrolling in IA (90 in experimental, 86 in control).

  8. Average in-class assessments for students who completed BMII prior to enrolling in IA

  9. Average homework grades for students who completed BMII prior to enrolling in IA

  10. Control vs. Experimental Group for BMII Students • Once students were grouped according to their BMII grade, there were no significant differences between in-class assessment scores between control and experimental groups. • This indicated that while IA grade was related to BMII grade, the effects of tutoring were not. • Different grouping of students was needed.

  11. Grouping Based on Math ACT Scores • Out of 394 students participating in the study, 295 students had taken the ACT (160 in experimental, 135 in control group). • Students who scored 21 and above on the math portion of the ACT were excluded (14 in experimental, 4 in control group) resulting in 146 math ACT scores in experimental and 131 scores in control group.

  12. Relationship Between Math ACT and Test 1(Control vs. Experimental Group)

  13. Relationship Between Math ACT and Test 2(Control vs. Experimental Group)

  14. Relationship Between Math ACT and Test 3(Control vs. Experimental Group)

  15. Relationship Between Math ACT and Final Exam(Control vs. Experimental Group)

  16. Relationship Between Math ACT and Homework(Control vs. Experimental Group)

  17. Assuming that peer-tutoring has very little effects on the academic success of BMII students, a different sub-sample was considered: Students who did not complete BMII prior to enrolling in IA, and who reported their math ACT scores. The sample had 130 students (70 experimental, 60 control)

  18. ACT = 15

  19. ACT = 16

  20. ACT = 17

  21. Conclusions • Grades in BMII and IA are directly related • Students who completed BMII with grade B or below are not expected to pass IA • Overall trend of data indicates that students receiving tutoring perform better in IA course

  22. Future Research • Further investigate the relationship between BMII and IA course (Fall 2009) • Explore the idea of peer-tutoring as a part of class requirement (Fall 2009)

  23. Questions?

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