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The use of tutoring and computer bas...

Kaplan, Charles R.

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The use of tutoring and computer based instruction with community college developmental education students and their relationship to student success.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	The use of tutoring and computer based instruction with community college developmental education students and their relationship to student success./
作者:	Kaplan, Charles R.
面頁冊數:	165 p.
附註:	Source: Dissertation Abstracts International, Volume: 65-07, Section: A, page: 2443.
Contained By:	Dissertation Abstracts International65-07A.
標題:	Education, Administration. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3138933
ISBN:	0496860844

The use of tutoring and computer based instruction with community college developmental education students and their relationship to student success.
Kaplan, Charles R.

The use of tutoring and computer based instruction with community college developmental education students and their relationship to student success. - 165 p.

Source: Dissertation Abstracts International, Volume: 65-07, Section: A, page: 2443.

Thesis (Ed.D.)--New Mexico State University, 2004.

The current study investigated the relationship between the hours of tutoring and computer based instruction to student success as measured by grade point average, course completion, and retention of developmental education college students. Also, comparisons were made between the grade point average of TRIO students and non-TRIO students in developmental education classes. TRIO is a collection of federally funded programs for disadvantaged and at risk college students. Finally, the comparative impact of tutoring, computer based instruction, or the combined use of the two instructional support components was examined in terms of grade point average, course completion, and retention.

ISBN: 0496860844Subjects--Topical Terms:

626645
Education, Administration.

The use of tutoring and computer based instruction with community college developmental education students and their relationship to student success.
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245 1 4 $a The use of tutoring and computer based instruction with community college developmental education students and their relationship to student success.
300 $a 165 p.
500 $a Source: Dissertation Abstracts International, Volume: 65-07, Section: A, page: 2443.
500 $a Chair: Eduardo Arellano.
502 $a Thesis (Ed.D.)--New Mexico State University, 2004.
520 $a The current study investigated the relationship between the hours of tutoring and computer based instruction to student success as measured by grade point average, course completion, and retention of developmental education college students. Also, comparisons were made between the grade point average of TRIO students and non-TRIO students in developmental education classes. TRIO is a collection of federally funded programs for disadvantaged and at risk college students. Finally, the comparative impact of tutoring, computer based instruction, or the combined use of the two instructional support components was examined in terms of grade point average, course completion, and retention.
520 $a The current study was conducted at a public community college in eastern New Mexico during the 2003--04 academic year using an ex post facto research design. There were 211 developmental education students who volunteered to participate in the study. Relationships between variables were tested with correlation. Comparisons between variables were made using t-tests. The .05 level of significance was used for the inferential statistics of correlations and t-tests.
520 $a Developmental education students who used tutoring only had a significantly higher retention rate than students who used computer based instruction exclusively. Further, it was found that developmental education students who used a combined approach of tutoring and computer based instruction had a significantly higher retention rate than students who used computer based instruction alone. There were directional indications that the exclusive use of tutoring produced higher grades and retention than computer based instruction when used alone. In addition, while not rising to the level of statistical significance, there were indications that the exclusive use of computer based instruction as the only instructional support component used may have had a detrimental impact upon student grades and retention.
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