Abstract
The goal of this study was to investigate the effect of tutoring on students passing rate in remedial mathematics algebra courses, and to probe students’ own reasons for failing an introductory mathematics course. Two experiments were conducted, one to study the impact of individual tutoring for students taking a remedial course for the second time, and the second to study the impact of an in-class tutoring for a whole group. In both experiments, statistical analysis indicated that tutoring significantly improved passing rate in the remedial courses and increased the mean scores for the first time takers.
Highlights
Tutoring has been found to be an effective tool for academically underprepared and high-risk students (Hock, et al, 1999, Hodges, 2001)
Hendriksen, et al (2005) studied the effectiveness of several forms of tutoring including such as one-to-one appointment tutoring, walk-ins, group tutoring, peer tutoring, and distance tutoring
The results indicated significant increase in passing rate for those students receiving tutoring
Summary
Tutoring has been found to be an effective tool for academically underprepared and high-risk students (Hock, et al, 1999, Hodges, 2001). The results indicated significant increase in passing rate for those students receiving tutoring.
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