Research Project Why don’t more students take advantage of free tutoring services? Our research focuses on identifying possible factors that might affect the low attendance rate of students at De Anza’s free tutorial centers. Allen Kim Sarah Kim Dang Le Victor Hong

Lack of tutor’s experience with teaching (Vogel, Fresko & Wertheim, 2007). Students’ personal views regarding the overall effectiveness of the tutorial services that are offered. (Walker & Dancy, 2007). Lastly, other social factors, such as language barriers, may affect student’s usage of free tutorial services (Hendriksen et al., 2005). Literature Review

Students who perceive that tutoring services enhance their quality of learning will attend tutoring centers at a higher rate than those who do not. First Generation students will less likely use tutoring services.  Students are more likely to attend the tutorial centers (at least once) when they are encouraged to by their professor(s). Hypotheses

Methodology Sent out 1,140 surveys to students enrolled at De Anza in 2 nd week of November, 2008; 640 Math 212 (Elementary Algebra); 500 Math 114 (Intermediate Algebra). Not included were: invalid s; dropped or withdrew students. Of the 1,140 surveys sent, 37 responded back. Each team member engaged in an in-depth interview with De Anza college students, as well as tutorial staff. The interviews were transcribed and coded for important findings.

Interview Summaries Schedule conflict served as an indicator for why students struggle to go to tutoring. The Tutorial Center is focusing on serving more underserved students. Previous usage with tutoring services influence continued attendance at Tutorial Center. Being made aware of the Tutorial Center through their professors affect student’s attending tutoring.

Survey Findings “Going to tutoring is worth my time” Have you used any free tutoring services at De Anza College?

Survey Findings What affects going to tutoring?

Survey Findings “Did you, or would you go get free tutoring at the tutorial center as a result of hearing about it from your professor?” “How did you find out about the Tutorial Center?”

There was a disproportionate number of respondents in the ratio of females (68%) to males (32%). The sample size was relatively small, only 3% responded back. The survey was conducted through , and data was consolidated after four days. The surveys distributed to the De Anza students only represented the Fall semester math students. Their was an inadequate number of respondents in our intended target population (Elementary Algebra), therefore we expanded our sample size with another math course (Intermediate Algebra). Limitations

Conclusion & Recommendation It appears that our sampled students do find that tutoring is worth their time, but that does not determine their attendance. From our sample, those who have used tutoring in their high school are more likely to seek tutoring in college. We recommend looking into enlisting students into tutoring when they are Freshman. Students are more likely to attend the Tutorial Center if they hear it from their professors. We recommend that De Anza College focus on encouraging professors to bring awareness of the Tutorial Center into the classroom.