Dissertation
Sheets, R. A. (1994). The effects of training and experience on adult peer tutors in community colleges. Doctoral Dissertation, Arizona State University, Tempe, AZ.
By Rick A. Sheets
ABSTRACT: The purpose of this study was to investigate the effects of training and experience on tutors. Constructivism and metacognition laid the theoretical foundation for the need, the process, and the outcomes for tutor taining. The investigation followed a filed study design. Variables were not manipulated; instead, existing variables and interventions were investigated. Four research questions guided the study:
- Does tutor training affect a tutor's ability to identify an appropriate course of action with a student?
- Does tutoring experience affect a tutor's ability to identify an appropriate course of action with a student?
- What other factors contribute to tutors' abilities to identify an appropriate course of action with a student?
- What are the relationships between the tutors' abilities to identify an appropriate course of action and their abilities to construct an appropriate course of action?
Two researcher-created instruments were developed for the study. Twenty local and national experts in the field identified the appropriateness of tutor responses on the instruments.
Ten or more hours of training were found to make a significant difference in the appropriateness of tutor responses to presented tutoring situations on the total score. "Active listening and paraphrasing" was the one topic investigated in which one or more hours of training made a significant difference in the appropriateness of tutor responses on a sub-test score.
There were no significant differences found in the total score nor sub-test scores among groups based on reported tutoring experience which was acquired during the study.
Four "other" factors also significantly affected the total post-test scores. From the pre-test, two variables had a positive effect: 1) reported amount of prior related work experience, and 2) the category of "other" as a "Reason for becoming a tutor." From the post-test, two variables when valued by tutors as "Perceived rewards of being a tutor" had a negative effect: 1) "Making money" and 2) "Giving something back."
Recommendations were presented 1) for practitioners in the field, and 2) for professionals interested in pursuing additional research to exceed the scope and findings of this study.
Master's Thesis
Gerkin, David M. (1995). Student perceptions of the effectiveness of selected non-traditional programs at Paradise Valley Community College. Unpublished master's thesis, Ottawa University, Phoenix, AZ.
By David M. Gerkin
ABSTRACT: A literature review revealed that the non-traditional student (age 25 and over) population in post-secondary institutions is increasing. There is also a need for programs to serve these students, and many non-traditional programs including support groups and learning assistance programs do already exist. In addition, many colleges and universities informally evaluate these programs, and there are some formal studies conducted regarding the effectiveness of these programs.
The purpose of this study was to assist Paradise Valley Community College in collecting information regarding the effectiveness of two of its programs for non-traditional students: the Adults Who Are Returning to Education (AWARE) support group and tutoring in the Learning Assistance Center. This researcher designed questionnaires for each of the two programs which were utilized to collect data on student perceptions of the effectiveness of each program. Seventeen non-traditional students who had participated in the AWARE program, and 68 non-traditional students who had participated in the tutoring program completed the appropriate questionnaire.
The results of the study of the AWARE support group suggest that non-traditional students who participate in a support group will increase their self-awareness, their awareness of others, their self-confidence, and their self-esteem; feel that they have gained more control over their lives; learn a skill, strategy, or insight to apply in their lives; become more successful students; and become more aware of lifestyle options available to them such as health, relationships, and careers. Many also report that participating in a support group helped them to improve their grades and remain in school.
The results of the study of the tutoring program suggest that non-traditional students who receive tutoring will improve their grades, complete particular courses which they would have otherwise dropped, become more independent learners, learn skills or strategies and gain insights to apply in their lives, become more successfoul students, become more aware of study options available to them, and become more aware of their learning styles. The results of the study also suggest they will increase their self-confidence, improve their self-esteem, and remain in school when they would have otherwise dropped out.
Journal Articles
Rings, S., & Sheets, R. A. (1991). Student development and metacognition: Foundations for tutor training. Journal of Developmental Education. 15(1), 30-32.
ABSTRACT: Although research in the training and development of tutors is limited, grounding a tutor training program in theoretical models that are research based can provide a solid foundation for effective tutoring programs. Two such models, student development philosophy and metacognitive theory, work together to form, at least by inference, a research base for tutor training programs. Both the models and their implications for tutor training are described.
Sheets, R. A., & Rings, S. (1989). Ideas in Practice: Tailor-Made Study Strategies: A Success Story! Journal of Developmental Education, 12(3), 22-24.
ABSTRACT: Study strategies are typically taught in a setting isolated from students' actual learning tasks, even though research indicates that many students don't transfer these strategies to their content courses. This article describes an approach in which the direct instruction of study strategies took place within the content courses. Learning Assistance Center staff met with individual instructors to plan together the teaching of applicable study strategies in their specific courses. The Learning Assistance Center staff then taught the agreed-upon study strategies during a regularly-scheduled class session, with the course instructor participating. Instructors who participated in this approach felt the workshops were effective; as a result, instructors in other programs also became involved in providing relevant study strategies to their students within the context of their classes.
Action Research
Komarek,
P. R. (2005). Helping students understand and use the writing
process.
Unpublished manuscript,
Northern Arizona University, Flagstaff.
ABSTRACT: The purpose of this action research was to consider and implement alternative ways to structure group tutoring sessions in writing for SUCCEED/ACE students so that the students would improve their understanding and use of the writing process and attend more tutoring sessions.
Data collected from Fall 2004 group tutoring sessions were used to brainstorm ways to restructure the Spring 2005 sessions. Three new actions were implemented for Spring: (1) Students were required to attend six tutoring sessions, (2) The tutor broke the writing process down into structured weekly sessions, focusing on one step of the writing process each session and working with the students as a group and individually, and (3) Students were asked to return the following week with an idea, a few words, or a paragraph--something showing they had worked on that step of the writing process.
Data collected from Spring 2005 group tutoring sessions were compared with Fall 2004 data. Observations and attendance reports were used to obtain the data for both semesters.
Statistical t-tests revealed significant differences for the average number of times per week that students showed a lack of understanding and use of the writing process (Fall: 6.8 times; Spring: 2.8 times). Qualitative results also showed that students gained a better understanding of the writing process and used it more. Statistical t-tests also revealed significant differences in the average number of absences per week (Fall: 5.4; Spring: 1.6).
Results indicate that the solution was effective. The increase in attendance suggests that students may have been more motivated to attend because of the structure and attention given to each step of the writing process, the personal attention and help given to each student, the cohesiveness of the environment, and the required commitment.
Data from observations revealed that students showed a deeper understanding of the writing process by interacting more and offering writing advice to each other. Students showed an increased use of the writing process by coming to class each week with some form of writing accomplished. Other important observations included an increased level of enthusiasm for writing, a higher level of confidence in self and in the ability to write, more willingness to speak while the group listened, more note taking, and a sense of being more relaxed and having a more enjoyable experience.
Limitations and suggestions for future research were presented.