The Relationship Between Final Grades and Tutoring Methods of At-

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The Relationship Between Final Grades and Tutoring Methods of At-

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The Relationship Between Final Grades and Tutoring Methods of At-es Collection2015The Relationship Between Final Grades and Tutoring Methods of At-risk College FreshmenValeria A. RussWalden UniversityFollow this and

additional works at: https://scholarworks.waldenu.edu/dissertationsPart of the Psychology Commons1 his Dissertation B brought to you for free 4nd ope The Relationship Between Final Grades and Tutoring Methods of At-

n xcew by the Walden Dissertations tnd Doctoral Studies Collection at ScholarWorks. It has been accepted for inclusion in Walden Dissertations and Doc

The Relationship Between Final Grades and Tutoring Methods of At-

toral Studies by an authoriaed administrator of SchobrWodcs. For more infoernation, please contact Sdwlark\brk«^waUenu.cdu.Walden UniversityCollege of

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The Relationship Between Final Grades and Tutoring Methods of At-espects, and that any and all revisions required by the review committee have been made.Review CommitteeDr. Thomas Trocchio. Committee Chairperson. Ps

ychology Faculty-Dr. Sandra Caramela-Miller. Committee Member. Psychology' FacultyDr. Brian Ragsdale. University Reviewer. Psychology FacultyChief Aca The Relationship Between Final Grades and Tutoring Methods of At-

demic Officer Eric Riedel. Ph.D.Walden University2015https://khothuvien.cori!AbstractThe Relationship Between Final Grades and Tutoring Methods of At-

The Relationship Between Final Grades and Tutoring Methods of At-

risk College Freshmen by Valeria A. RussM. Webster University. 2003BA, Fayetteville State University, 1999Dissertation Submitted in Partial Fulfillmen

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The Relationship Between Final Grades and Tutoring Methods of At-t-risk students may not pass their courses. This study examined differences between the final grades of at-risk students and tutoring methods, such as

self-determined tutoring, academic advisor scheduled tutoring, group tutoring, one-to-one tutoring, peer tutoring, and professional tutoring. This st The Relationship Between Final Grades and Tutoring Methods of At-

udy drew from cognitive learning theory and humanistic theory for its conceptual framework. A quantitative, ex post facto research design was used. Ar

The Relationship Between Final Grades and Tutoring Methods of At-

chived data supplied by the Registrar 's Office and the Academic Enrichment Coordinator included records of 95 male and female students conditionally

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The Relationship Between Final Grades and Tutoring Methods of At-st determined there was a significant difference between final grades of students who had self-determined tutoring compared to those who had academic

advisor determined tutoring. Results of a one-way analysis of variance determined there were significant differences in final grades of students who r The Relationship Between Final Grades and Tutoring Methods of At-

eceived group tutoring compared to one-to-one tutoring and peer tutoring compared to professional tutoring. The preliminary results raised questions o

The Relationship Between Final Grades and Tutoring Methods of At-

f the importance of tutor status in a group or one-to-one setting. A post hoc analysis using a paired-samples 1 test revealed a statistically signific

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The Relationship Between Final Grades and Tutoring Methods of At-e social change to those in higher education by advancing the understanding of how to support and provide intervention programs, such as tutoring for

at-risk students, in order to reduce their risk of academic failure during college. The Relationship Between Final Grades and Tutoring Methods of At-

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