Presentation on theme: "Engineering Enrichment Center Peer Tutoring Program (EECPT) An Outcomes Evaluation Tacy Costanzo CSA 592 – April 2006."— Presentation transcript:
Engineering Enrichment Center Peer Tutoring Program (EECPT) An Outcomes Evaluation Tacy Costanzo CSA 592 – April 2006
The EECPT Mission To assist under-prepared students (EOP) adjust to, and succeed in, engineering majors by providing peer tutoring in the science and math courses that are foundational to engineering majors.
Program Goals Retain students in their engineering major Increase GPA in core curriculum courses
Literature Review Higgins touts peer tutoring as a mechanism to slow the departure of at-risk students from higher education (2000) Tutoring is successful in improving math comprehension (Hendersen et al., 2002) Peer tutoring helps to build a positive attitude toward learning (Bergen & Mi, 2002) Students experienced reduced anxiety and improved self- confidence after tutoring (House & Wohlt, 1990) Tutoring is a forum for excellence, not just a survival tool (Burdman, 2001)
Literature Review Peer tutoring aids in the academic and social integration critical to retention (Cambiano et al., 2004; Codjoe & Helms, 2005; Longerbeam et al., 2004; Saunders 1992) The interactive and individualized nature of tutoring aids in retention (Burdman, 2001; Butler, 1999; Craig et al., 2004; Hodges & White 2001) All students benefit from small group, student centered instruction (Bigood, 2004; Burdman, 2001; Hodges & White, 2001)
Method The sample was randomly selected: –36 students from tutoring program –36 students not in tutoring program Chi square was used to compare expected and observed rates of retention by: –EOP status –Participation in EECPT
Method continued: Both one-sample and paired sample t-tests were used to evaluate group mean GPA changes after the program for 4 different cohorts: –yes tutoring and yes EOP –yes tutoring and not EOP –no tutoring and yes EOP –no tutoring and not EOP
Results – Chi square Just over half of the program participants (20 of 38) were retained in their engineering major at the end of the study 95% of the program participants (36 of 38) were retained at the university a rate higher than the overall campus norm
Chi square continued: 50% of the EOP students in the tutoring program were retained in their major 25% of the EOP students not in the tutoring program were retained in their major
Results: t-tests for group mean Each cohort had positive grade point gains at the end of the study period: yes tutoring and yes EOP +.185 yes tutoring and not EOP +.059 no tutoring and yes EOP +.011 no tutoring and not EOP +.074
Results: t-tests The group mean GPA for EOP students in the tutoring program increased by.185 grade points during the study period –significant at the.001 level The group mean GPA for EOP students not in the tutoring program only increased by.011 during the same time period
Findings Chi square –almost 90% of students (34 of 38) not in EOP were retained in their majors this was significant at the.001 level students not identified as EOP appeared to be adequately prepared for the rigors of an engineering major
Findings continued: EOP students participating in the tutoring program were retained at twice the percentage as EOP students not participating in tutoring Mechanisms need to be developed to increase EOP student participation in the tutoring program
Findings continued: Students participating in tutoring were retained at the university at a higher rate than the campus average Tutoring appears to assists in retention
Future Research The evaluation would have been enhanced by: –Isolating tutoring as a variable –Sample that better represented the college population: In the sample women = 40%, college = 16% In the sample EOP = 42%, campus = 27 –Cultural/racial data would have expanded the scope of the study –A qualitative assessment of the program to test client satisfaction
In conclusion “…tutoring has consistently been found to have a positive impact on retention, final grades in tutored courses, course completion and graduation rates.” Rheinheimer & Mann (2000)
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