Tutoring center visits showed a delayed significant correlation with cumulative GPA in subsequent quarters¶

Claim · All claims
Evidence · 1 study · associational r1 · q2 · i1 small
Currency · newest study 2010 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i1 For the 200740F cohort, fall quarter TC usage correlated significantly with spring quarter cumulative GPA (r=0.127, p=.021) and winter usage with the following fall GPA (r=0.149, p=.023); no significant correlation appeared for the 200740X cohort. → Cooper 2010

Evidence¶

Cooper 2010¶

Cooper, E. (2010). Tutoring Center Effectiveness: The Effect of Drop-In Tutoring. Journal of College Reading and Learning, 40(2). https://eric.ed.gov/?id=EJ887303 doi:10.1080/10790195.2010.10850328

q2 · i1 · associational · r1

Correlational analysis of TutorTrac visit counts against cumulative GPA by quarter (Table 8). The article reports the correlation appeared one quarter later than expected, was "nearly significant" (p<.10) for the immediately following quarter, and was not significant for the 200740X cohort, attributed to smaller N.

"for the 200740F cohort, there was a significant correlation between fall quarter usage and spring quarter cumulative GP A (r=0.127, p=.021). Similarly, there was a positive, significant correlation between winter quarter TC usage and cumulative GP A the following fall quarter (r=0.149, p=.023)."

Discussion¶

Related Claims¶

• Drop-in one-to-one tutorial attendees improved P1X-to-P1Y marks while the class average declined — the general claim this finding bears on, with the studies behind it
• High-use tutoring center visitors had significantly higher cumulative GPA than non-visitors, with the main difference between >10-visit and no-visit groups — related
• Freshmen who visited the tutoring center more than 10 times per quarter had statistically higher persistence rates than students who did not visit — related
• Only the 200740F high-use group showed a significantly higher rate of good academic standing compared to non-visitors — related
• The GPA advantage of high-use tutoring visitors held across math SAT score, high school GPA, ethnicity, and first-generation status — related
• Tutoring center visits usually showed no significant difference in individual course performance, and sometimes tutored students performed worse — related