Title: Peer Versus Faculty Tutoring’s Impact on Mathematics Performance of University Freshmen
Abstract: Peer tutoring programs at the university level have become widespread globally in an effort to improve academic performance in underprepared students especially in high risk courses such as Algebra, Calculus and Statistics. This study was designed to ascertain whether peer tutoring can be as effective as tutoring by a professional faculty member and thus be a plausible alternative learning strategy that can be employed by universities to improve Mathematics performance especially among freshmen. A comparison of the performance of two groups of students was done, one group being tutored by a professional tutor and the other being tutored in a same-year small-group non-reciprocal peer tutoring program. The researcher used the Independent Sample t-test comparison of the mean gains of the two groups and found that there was no significant difference (N=31, p = 0.906). Retention was greater for those in the peer tutoring program. Subjective feedback was also obtained from both tutors and tutees to ascertain any non-academic benefits of the program. Benefits to tutees included greater enjoyment, interest and understanding of course content. Tutors derived enjoyment from helping others; developed useful communication, teaching, planning, organizing and social skills.
Publication Year: 2015
Publication Date: 2015-05-01
Language: en
Type: article
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