High-use tutoring center visitors had significantly higher cumulative GPA than non-visitors, with the main difference between >10-visit and no-visit groups¶
Claim · All claims
Evidence · 1 study · associationalr1·q2
Currency · newest study 2010 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q2 i? ANOVA showed significant differences in mean cumulative GPA among the three visit groups for all reported quarters (e.g., Fall 2008: F=7.387, p=0.001), with the contrast between >10 visits and no visits significant at p=.029. → 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 · r1
Observational ANOVA of cumulative GPA by visit category for the fall 2007 cohorts. Table 7 prints between-groups results for Winter 2008 (F=4.581, p=0.01), Spring 2008 (F=6.315, p=0.002), and Fall 2008 (F=7.387, p=0.001); the contrast quote gives p=.029.
"A contrast statistically shows what is very clear in Figure 1, that the real difference in mean GP A's lies between the students who visited the TC more than 10 times and those who did not visit at all (p = .029)."
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
- Freshmen who visited the tutoring center more than 10 times per quarter had statistically higher persistence rates than students who did not visit — related
- In one university's records, minority students visit a drop-in tutoring center more often than Caucasian students, while first-generation and other students do not differ in visits — 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
- Mean program GPA differs significantly across the five standards-attainment learner groups — related
- Only the 200740F high-use group showed a significantly higher rate of good academic standing compared to non-visitors — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
tutoring-center-visits-higher-cumulative-gpa |
title |
High-use tutoring center visitors had significantly higher cumulative GPA than non-visitors, with the main difference between >10-visit and no-visit groups |
description |
High-use tutoring center visitors had significantly higher cumulative GPA than non-visitors, with the main difference between >10-visit and no-visit groups |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2010 |
generated |
by process:wiki-ingest on 2026-09-27 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — cooper-2010 |
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