Tutoring center visits usually showed no significant difference in individual course performance, and sometimes tutored students performed worse¶

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? There is usually no significant difference in course performance between students who visited the TC and those who did not; in the few significant cases, visitors performed worse. → 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

The article's analysis of individual class outcomes for TC visitors. It attributes this difficulty partly to the small proportion of students visiting from a given class, and to self-selection of students needing academic help who could have performed even lower without tutoring.

"However , there is usually no signifi cant difference in course performance between students who visited the TC and those who did not. Or , in the few cases when there is a signifi cant difference, the students who visited the TC performed worse than students who did not."

Discussion¶

Related Claims¶

• Freshmen who visited the tutoring center more than 10 times per quarter had statistically higher persistence rates than students who did not visit — 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
• 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
• 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
• The GPA advantage of high-use tutoring visitors held across math SAT score, high school GPA, ethnicity, and first-generation status — related
• Highest-outcome groups did not receive more guidance than other groups — related
• Drop-in one-to-one tutorial attendees improved P1X-to-P1Y marks while the class average declined — reports the opposite