| Effects of Tutoring on Math grade of College Students |
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Kyong-Mee Chung, Soo Jin Yoon, Chul Ki Ko, Dongho Kim, Soojeong Kim |
| 튜터링 프로그램이 대학생의 수학과목 성적 증진에 미치는 영향 |
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정경미, 윤수진, 고철기, 김동호, 김수정 |
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| Abstract |
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With the diversification of university screening system and increment in the number of foreign students, notable variation in students’academic performance capacity is being observed; thus, universities are seeking resolutions for effective education. Tutoring is one of the most representative means used to improve learning efficiency, yet its effectiveness is less examined. Current paper conducted an investigation on its effectiveness with two studies. In Study 1, the effectiveness of a conjunctional program of tracking and tutoring, was examined. Participants were freshman students from the College of Science, the College of Engineering, and the College of Life and Biotechnology in a university located in the Seoul metropolitan area whose math screening test performance was in the lowest tier of 10%. Group difference of formal Math I course grade was examined between a group of students who enrolled in the formal Math I course after taking a Math beginner level class and received intensive tutoring (experiment group) and a group of students who took the formal Math I course without taking the Math beginner level class (control group). Results showed that the Math beginner level group who were given the intensive tutoring received a significantly higher grade in contrast to the control group; the percentage of students who received a grade of B- or above was higher in the experiment group than the control group by 22.1%. In Study 2, the effectiveness of intensive tutoring was examined. Participants were 26 students who volunteered for intensive tutoring and 31 students selected among those who did not volunteer for the tutoring; participant pool was students enrolled in a formal MathII course and received a grade of D+ or under in their formal MathI course of the previous semester. Results showed that the group given the intensive tutoring received a significantly higher grade in contrast to the control group; however, no difference was found in the percentage of students who received a grade of B- or above in the two groups. Current research results demonstrated that intensive tutoring, conducted systematically under a low tutor to tutee ratio, is effective in improving Math performance of college students when provided exclusively, or offered in conjunction with the tracking system. Research implications and clinical implications are discussed further. |
| Key Words:
Ability Grouping, Intensive tutoring, Tutoring, Mathematics, College Students, Freshmen |
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