1. By
Demetris Wilson Sr
March, 2015
THE DEVELOPMENT OF STRATEGIES TO INCREASE PARTICIPATION IN
PEER TUTORING PROGRAMS AT PUBLIC INSTITUTIONS FOR
FIRST-GENERATION COLLEGE STUDENT
Doctoral Dissertation Research
Submitted to the Graduate Faculty of
Argosy University, Phoenix Campus
College of Education
In Partial Fulfillment
of the Requirements for the Degree of
Doctor of Education
Higher and Postsecondary Education

2. Table of Contents
Title Page............................................................................ 1
Table of Contents.................................................................2
Cont. Table of Contents......................................................3
Cont. Table of Contents......................................................4
Cont. Table of Contents.....................................................5
CHAPTER ONE: Introduction..........................….......…6
Purpose of the Study...........................……………….......7
Problem Background...........................……….…………..8
Research Questions........................…........….….............. 9
Significant of the Study....................................................10
CHAPTER TWO: Review of Literature.........................11
Literature Review Topics...…........................…...............12
History of Tutoring....…………......……………………..13
Formal Mentoring......................................………...........14

3. Table of Content Cont.
Retention…….…………………......................................15
E n r o l l m e n t
Strategies..….……...........................…………..16
CHAPTER THREE: Methodology:....................................17
Research Design.....................................................18
Instrumentation......................................................19
Survey questionnaire.............................................................20
Focus group............................................................................21
Data Processing and Analysis…...........................................22
CHAPTER FOUR: FINDINGS...........................................23
Restatement the Purpose......................................................24
Pilot Study.......................................................................25
D e s c r i p t i o n o f T h e
Sample.............. ................................. .....26
Description of The Sample Cont..........................................27
Class Level...............................................................28

4. Table of Content Cont.
Ethnicity of Respondents.......................................................29
Enrolled in Tutoring Enrolled in Tutoring by Gender......30
Research Questions................................................................31
Research Question 1.............................................................32
Research Question 2.............................................................33
Research Question 3.............................................................34
CHAPTER FIVE:DISCUSSION,CONCLUSIONS,
AND RECOMMENDATION................................................35
Summary.......................................................................36
Discussion ..............................................................................37
Implications For Practice......................................................38
Recommendations For Research..........................................39
References..............................................................40
References Cont......................................................................41

5. CHAPTER ONE: Introduction
*In the spring of 1997, the University of Florida designated the
College of Liberal Arts and Sciences (CLAS) as the new academic
and administrative home for its retention initiative for academically
at-risk first-year students (University Of Florida, 2013).
*The goal of the Office of Academic Support (OAS) is to support,
Assisting Students, Improving Skills, and Maximizing Potential
(AIM). The acronym AIM was created to identify first-year, at-risk
students.
*The University of Florida offers a variety of services which include
academic counseling, tutoring and special courses. These services
were created to establish a foundation to promote academic
excellence for first-year at-risk college students (University Of
Florida, 2013).

6. Purpose of the Stud
* The purpose of the study was to understand why at-risk and first-
generation college students chose not to participate in free academic
support service programs.
*The results may lead to assist in developing strategies to improve
participation for tutoring program services, as well as serve as a template
or model for other colleges and universities.

7. Problem Background
*During Summer Term B 2012, the university admitted 320
AIM students into the Office of Academic Support program.
*TutorTrac recorded 94 visits for 64 students, 20% of 320
students actively participated in the OAS tutoring program
(University Of Florida, 2013).
*This indicated 80% of at-risk college students enrolled had
chosen not to participate in the academic support-tutoring
program.

8. Research Questions
*RQ1: What are the self-reported indicators of non-participation
in tutoring programs amongst first-generation college students
enrolled in a baccalaureate program at a public university?
*RQ2: What are the current student opinions' on the current
strategies utilized at the University of Florida to increase
participation in academic support programs amongst first-
generation college students enrolled in a baccalaureate program
at a public university?
*RQ3: How do self-reported indicators of first-generation
baccalaureate college students enrolled in a tutoring program
differ from the self-reported indicators of first-generation
baccalaureate college students not enrolled in a tutoring
program?

9. Significant Of The Study
*The educational significance of the study involves peer tutoring,
participation, and retention that may lead to learning why first-
generation undergraduate college students choose not to use free-
tutoring program services.
*This study analyzed current methodologies and strategies
concerning tutoring practices to increase participation in
academic support tutoring programs.
*In addition, college officials, program directors, advisors, and
those who fund these programs may obtain a greater
understanding for whether tutoring programs are producing
positive results and most importantly become knowledgeable of
the programs’ weakness enabling a solution to implement
improvements

10. CHAPTER TWO: REVIEW
OF LITERATURE

11. History of Tutoring:
Formal Mentoring:
Retention:
Enrollment Strategies:
Literature Review Topics

12. History of Tutoring
* Tutoring is not new to the process of learning; it has been in
existence for quite some time and dates as far back as 343 BC
(Andrews, 2011).
*The history of tutors and tutoring is an age-old approach to assist
learners.
*Alexander the Great was one of the first to be tutored by Aristotle at
age 13.
*Eli Whitney upon graduating from Yale University was considered
one of the earliest tutors recruited to act as a tutor when society
began to promote education (Andrews, 2011).

13. Formal Mentoring
*The Effects of Formal Mentoring on the Retention Rates for First-
Year, Low Achieving Students basically is a study of the effects
formal mentoring has on the retention rates for first year low
achieving students.
*The study evaluated formal mentoring programs by examining the
retention rate and program satisfaction of first-year university
students.
*Some interesting results were found. It was discovered that the
retention rate and grade point averages of participating students in
teacher advisor programs were higher than those of first-
generation students in similar programs of study.

14. Retention
*Retention starts with leadership.
*Leadership create change within educational institutions, and
by studying the intricate educational challenges might assist
higher educational institutions in developing, understanding,
and implementing strategies to increase retention of
nontraditional students.
*Creates strategies to retain first-generation or at risk college
students at the higher education institution.

15. Enrollment Strategies
*Use treatment models (Empirical Model) to control student’s
choice for deciding to participate in a peer-tutoring program.
*Design strategic methods for developing programs to increase
enrollment, retention, and graduation rates among first-
generation college and minority students.
* Social integrations of students such as developing relationships
with students and faculty maintaining an appropriate learning
environment.
*Engaging socially in school activities increased their institutional
commitment, causing the students to have a greater sense of
belong to the academic environment.

16. CHAPTER THREE:
METHODOLOGY

17. Research Design
The approach for this study will be qualitative in that the
researcher will be provided with an understanding of its
participants and their Phenomenological perceptions of their
academic environment.
Phenomenology studies the structure of various types of
experiences ranging from perception, thought, memory,
imagination, emotion, desire, and choice to bodily awareness,
embodied action, and social activity, including philological activity
(Smith, 2013).

18. Instrumentation

19. Survey questionnaire
Students will be asked to answer questions in a Likert type
format ranging from 1-5 (See Appendix A). The scale (1-5)
will be used to determine the least likely to most likely
reason for participation or non-participation in tutoring
programs.
The scale: Strongly Agree (1), Agree (2), Neutral (3),
Disagree (4), and Strongly Disagree (5) will be associated
with the number scale (1-5). Email will be the primary
communication tool.
Data input and collection for this study was conducted using
a web base software application designed to accept data
input and collection through email submissions.

20. Focus group
*Validity of the information was confirmed during a focus
group participation session, which enabled the participants
to share their experiences, likes and dislikes as it relates to
participation or non-participation in on campus tutoring
programs.
*In order to demonstrate credibility it is recommended that,
the weight of evidence become persuasive, meaning that
consensual validation is sought by the opinion of others; in
this instances the focus group that participated in the study
will validate the reliability of the study by their responses,
negotiation and dialogue with the researcher (Creswell,
2008).

21. Data Processing and Analysis
*A web based software application Adobe Central was employed
that had the capability to process the response of a large number
of participants.
* A Statistical Package for the Social Sciences (SPSS) was used to
analyze the collected data for a statistical analysis and report.
*The collected data give an indication as to what these students
would accept or reject for association with a program that
identifies them by the parental background and label them as
being disadvantaged.

22. CHAPTER FOUR: RESULTS

23. *The purpose of the study was to understand why
at-risk and first-generation college students chose
not to participate in free academic support service
programs.
Restatement of the Purpose

24. *50 randomly selected students received an email from the Office
of Academic Support (OAS) inviting them to participate in a pilot
study to examine their perceptions of academic tutoring programs.
*The link within the email message launched a no-signature
consent form and a 24-item survey questionnaire.
*The results from the pilot study revealed that all 50 students read
the email almost immediately, but delayed providing responses to
the survey. With in 72 hours 17 student responded.
*This was a sign that the email distribution worked efficiently with
a 34% return rate for participation in the pilot study.
Pilot Study

25. Description of the Sample
* A statistical data report received from the University of Florida’s registrar’s
office, indicated 4,028 first-generation college students were enrolled in
various baccalaureate programs at the university.
* Of the 4,028 first-generation college students, based on the age requirement
2,500 students were randomly selected to participate in the study.
* The subjects ranged from 18 to 22 years old. (83.5%) were 18 years of age.
Table 1
Age of Respondents
Age f % Valid % Cumulative %
18 248 83.5 83.5 83.5
19 20 6.7 6.7 90.2
20 13 4.4 4.4 94.6
21 11 3.7 3.7 98.3
22 5 1.7 1.7 100.0
Total 297 100.0 100.0

26. Description of the Sample cont.
Table 3
Gender of Respondents
f % Valid % Cumulative %
Female 221 74.4 74.4 74.4
Male 76 25.6 25.6 100.0
Total 297 100.0 100.0
*The ratio of female participants to male participants was nearly
three to one, with approximately three-fourths of survey respondents
being female, while only one-fourth of the respondents were male.

27. Class Level
Table 4
Class Level of Respondents
f % Valid % Cumulative %
Freshman 262 88.2 88.2 88.2
Sophomore 4 1.3 1.3 89.6
Junior 15 5.1 5.1 94.6
Senior 16 5.4 5.4 100.0
Total 297 100.0 100.0
*Overall, 88.2% of the students who answered the survey questions were
freshmen.

28. Ethnicity of Respondents
Table 2
Ethnicity of Respondents
f % Valid % Cumulative %
African American 49 16.5 16.5 16.5
Caucasian 115 38.7 38.7 55.2
Asian 30 10.1 10.1 65.3
Hispanic 87 29.3 29.3 94.6
Other 16 5.4 5.4 100.0
Total 297 100.0 100.0
The participants were comprised of 49 African Americans, 115
Caucasians, 30 Asians, and 87 Hispanics.
Sixteen of the participants reported other as their ethnicity.

29. Table5
EnrolledinTutoring
f % Valid% Cumulative%
No 277 93.3 93.3 93.3
Yes 20 6.7 6.7 100.0
Total 297 100.0 100.0
Enrolled in
Tutoring/Enrolled by
Gender.Table6
EnrollmentinTutoringbyGender
Yes No Total
Female 14 207 221
Male 6 70 76
Total 20 277 297
Non-participation and participation in on-campus tutoring programs were
compared by gender.
The statistical data showed large differences between non-participation (M= .25,
SD = .435) and participation (M= .30, SD = .470) by gender.

30. Research Questions

31. Research Question 1
*What are the self-reported indicators of non-participation
in tutoring programs amongst first-generation college
students enrolled in a baccalaureate program at a public
university?
*Of the participants, 93.3% responded “no” to being
enrolled in an on-campus tutoring program.
*Overall, 36.7% agreed that tutoring was considered as a
part of their college experience while 44.4% strongly
agreed that they would use free on-campus tutoring
programs.

32. Research Question 2
*What are the student opinions on the current strategies utilized at
the University of Florida to increase participation in academic
support programs amongst first-generation college students
enrolled in a baccalaureate program at a public university?
*a. Student opinions concerning the strategies utilized at the
University of Florida were based on flyers, information provided
during the transition orientation program (TOP), social websites,
and word of mouth.
*b. The focus group agreed that tutoring provided them with the
ability to relearn course material and offered the opportunity to get
help with a variety of other subjects that they may need help with.
*c. Based on information provided from TOP the focus group
students believed that the current strategies to increase
participation in tutoring programs were adequate and met their
needs.

33. Research Question 3
*How do self-reported indicators of first-generation baccalaureate
college students enrolled in a tutoring program differ from the self-
reported indicators of first-generation baccalaureate college students
not enrolled in a tutoring program?
*Data from the questionnaire indicated that non-participants in tutoring
programs significantly outnumber those who participated in tutoring
programs.
*The data reported 277 students were not enrolled in a tutoring
program.
*There were 20 students currently enrolled in on-campus student
tutoring.

34. Summary
*This study revealed a significantly large number of female first-
generation college students were not participating in free on-
campus peer tutoring programs. It also reveals that a
significantly smaller number of male first-generation colleges
students who were not utilizing free on-campus tutoring
programs.
*Responses from the 24-item survey indicated that using
tutoring programs was an option to utilize as they entered the
college environment but was not the outcome in the findings.
*Student’s opinions suggest that the perceptions of on-campus
peer tutoring programs were solely based on information
provided to them in an orientation session and from their
perspective, they believed that the current strategies to increase
participation in tutoring programs were adequate for those
whose schedule could conform to the hour’s of availability for
free on-campus peer tutoring programs.

35. CHAPTER FIVE: DISCUSSION,
CONCLUSIONS AND
RECOMMENDATIONS

36. Summary
*The University’s goal to assist first year at-risk college
students to achieve academic success involved offering a
variety of services that include academic counseling,
tutoring, and special courses.
*The purpose of this study was to explore why at-risk and
first-generation college students chose not to participate in
free academic support service programs.
*TutorTrac a software monitoring application used by the
University of Florida found that 80% of first-generation
and at-risk college students enrolled chose not to participate
in the academic support-tutoring programs (University of
Florida, 2013).
*The significance of this study was to potentially suggest
or develop new strategies to increase participation in peer
tutoring programs.

37. Discussion
*Strategies were recommended based on phenomenological research and results
of self-reported indicators described by first-generation and at-risk college
students (Bryant & Terborg, 2008; Cooper, Fleischer, & Cotton, 2012).
*Factors were identified as independence, time management and finances.
*Factors affect student success in ways such as:
(a) the inability to meet academic standards
(b) ability to adapt to their social and academic environment
(c) changes in personal goals and aspirations,
(d) lack of motivation,
(e) clearly defined goals,
(f) priority over other commitments such as work or family, and
(g) financial difficulty (Salinitri, 2005)

38. Implications For Practice
*Students believe that by changing the environment in tutoring centers,
learning could be accomplished more effectively, whereby questions and
responses would be confined to a designated location to reduce confusion
and interruptions.
* Concern expressed by the focus group involved the competence of the
tutors. Participants expressed concerns with tutors whose confidence-level
or sureness of his or her subject and/or tutoring skills were questionable.
*Participants suggested allowing tutors to attend live class sessions to best
assist students with the procedures in which the instructor solves a
problem.
*Introduction of new strategy: “18-hour On-Campus Tutoring” extended
hours for on-campus tutoring are desired, and would be perhaps the next
step toward the future in providing academic support services for at-risk,
first-generation, and other college students.

39. Recommendation For Research
*The findings of this study utilized narrative inquiry and data analysis
to generalize student perceptions for participation and non-
participation in on-campus peer tutoring programs.
*Obtaining 11.3% participation of 2,500 students does not represent
the entire voice of the target population for this university.
*The findings revealed a need for further research regarding the
perceptions of at-risk and first-generation college students to
determine why they chose not to participate in on-campus peer
tutoring programs.
*Replication of this study at another public university campus would
provide student perceptions for comparison to examine whether other
first-generation students have the same or different perceptions of on-
campus peer tutoring programs.

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