Freshmen who visited the tutoring center more than 10 times per quarter had statistically higher persistence rates than students who did not visit¶

Claim · All claims
Evidence · 1 study · associational r2 · q2
Currency · newest study 2010 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? In the 200740F cohort, persistence differed significantly between TC-visiting groups and non-visitors (No Visit v. >10 Visits z=-2.07, p=.0192), but the trend did not hold for the smaller 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 · i? · associational · r2

Observational analysis of TutorTrac usage records merged with student records for the 200740F and 200740X fall 2007 freshmen cohorts, grouped by visit category. The article reports "statistically higher rates of persistence" for high-use visitors versus non-visitors; Table 3 prints z=-2.07, p=.0192 for No Visit v. >10 Visits.

"In sum, freshmen who visited the TC more than 10 times in a quarter during their first year at Western had statistically higher rates of persistence and were statistically more likely to be in good academic standing than students who did not visit the TC."

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
• Tutoring center visits showed a delayed significant correlation with cumulative GPA in subsequent quarters — related
• Only the 200740F high-use group showed a significantly higher rate of good academic standing compared to non-visitors — related
• 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
• Tutoring center visits usually showed no significant difference in individual course performance, and sometimes tutored students performed worse — related
• Teacher home visits slightly improved student attendance in the following school year (95.28% vs 94.93%; ES = +0.02 in the Evidence for ESSA summary) — related