This document summarizes a study on the effect of tutoring group size on student perceptions of learning. A survey of 153 students who received tutoring in groups of 2-6 students found that most preferred groups of 3 students. Background noise was found to have a mostly positive impact on learning, while overfilled sessions negatively impacted some students. The majority of surveyed students were nursing majors receiving tutoring in physiology. The researchers concluded that noise levels and large group sizes can influence student perceptions of learning and will control these factors during busy tutoring periods.
This is a poster presented at National University's Spring Symposium, showing the implementation of the Small World Initiative undergraduate research framework to NU microbiology courses. Preliminary student survey data are also shown.
Researchers wanted to know if educational multimedia in dictation could benefit students with dysgraphia, an inability to write coherently due to brain damage or disease
This slide deck was presented at CNX 2014 in Houston, USA on 1 April 2014 as part of the "Student Efficacy: Are they Learning?" rapid fire panel. It contains preliminary research findings on educators and students using OpenStax College open textbooks.
Final, updated research findings can be found in the slide deck "The Impact of Open Textbooks in the USA and South Africa..." and via http://oerresearchhub.org
This slide deck was presented at CNX 2014 in Houston, USA on 1 April 2014 as part of the "Student Efficacy: Are they Learning?" rapid fire panel. It contains preliminary research findings on educators and students using OpenStax College open textbooks.
Final, updated research findings can be found in the slide deck "The Impact of Open Textbooks in the USA and South Africa..." and via http://oerresearchhub.org
This is a poster presented at National University's Spring Symposium, showing the implementation of the Small World Initiative undergraduate research framework to NU microbiology courses. Preliminary student survey data are also shown.
Researchers wanted to know if educational multimedia in dictation could benefit students with dysgraphia, an inability to write coherently due to brain damage or disease
This slide deck was presented at CNX 2014 in Houston, USA on 1 April 2014 as part of the "Student Efficacy: Are they Learning?" rapid fire panel. It contains preliminary research findings on educators and students using OpenStax College open textbooks.
Final, updated research findings can be found in the slide deck "The Impact of Open Textbooks in the USA and South Africa..." and via http://oerresearchhub.org
This slide deck was presented at CNX 2014 in Houston, USA on 1 April 2014 as part of the "Student Efficacy: Are they Learning?" rapid fire panel. It contains preliminary research findings on educators and students using OpenStax College open textbooks.
Final, updated research findings can be found in the slide deck "The Impact of Open Textbooks in the USA and South Africa..." and via http://oerresearchhub.org
Your nameInstructors NameEDU671Ashford University Title .docxdanielfoster65629
Your name
Instructors Name
EDU671
Ashford University
Title of your AR proposal
1
The purpose of this study is to………
Area of Focus
The purpose of this study is to determine if the use of a website called starfall.com will increase reading skills and if it will increase a child’s motivation to read. This is important to me because I am always looking for a better way to teach and motivate my children and my students to practice reading and be motivated to improve their reading skills.
Using technology to help students with learning disabilities has also proven to be helpful. “All groups improved their reading skills. The group that received combined training showed greater improvement than the one with ordinary special instruction and the group of typical readers at two follow-ups. The longitudinal results indicate additional positive results for the group that received the combined training, the majority of students from that group being no longer judged to be needing special education 1year after the intervention” (Fälth, L., Gustafson, S., Tjus, T., Heimann, M., & Svensson, I., 2013).
2
State what is the problem and how you know it is a problem.
For example
Struggling with reading
Reading below grade level
Not motivated to read
Learning disabilities
Can technology improve their reading skills?
Explanation of Problem
3
Include defined factors, contexts, including recognition of diverse learners, and variables of the proposed study,
For example
Reading is essential for success!
Motivation to read promotes active learning.
Variables
4
List your AR questions.
Research Questions
5
How do you know it is in your control to complete this AR project?
For example
Internal control oriented
Monitored use of website
Equal time allotted for each child
Locus of Control
6
What are going to be your interventions and action plans to complete this research?
For example:
Pre test will be given at beginning.
The participants have set days and times
Levels for reading will be determined daily.
Levels for motivation will be determined daily.
Interventions and Action plan
7
List your population for your study.
For Example
Participants are my three children
Two girls 12 and 11
One boy 7
Learning disabilities
All three are unaware of the experiment
Group Membership
8
How will you ensure that you are able to complete this study? What will you need to do to make sure all participants feel supported and able to complete the study?
For example
I give permission for the study
Potential obstacles:
Children competing with each other
The feeling of being forced to participate
Children’s results will be private
They will know they can quit anytime
Negotiations
9
How will you ensure you remain ethical and have ethics in your study?
For example:
Ethics will be used during this study
Results kept from other participants
Nobody will be forced to participate
Learn.
1. Does Size Matter?:
A deeper look at tutoring session size and student perception on learning
Christian Kroll, Dr. Linde Murray
Background
Courses currently available for tutoring are:
Accounting 210, 211
Biology 101, 103, 151, 153, 202, 204, 221, 325
Chemistry 105, 106, 108, 112, 114, 326, 328
Economics 201, 202
Microbiology 231
Nursing 323
Physics 111, 113, 211
• Little research is conducted on student
perception of learning based on group size
influences the learning outcomes of students
• Currently, the Wintrode Tutoring Program
offers tutoring in groups of two to four students
• Purpose: To collect student feedback about the
size of the group, reactions to the environment, and
Student perceptions of their learning
Survey
Major: Tutoring subject attended:
Number of Students in the session: 1 2 3 4 5 6+
Was the size of the tutoring session
(Circle one): Very Large Somewhat large Perfect
size Somewhat small Smaller than preferred
Did you feel that the tutoring environment was
positive or negative towards your learning? (Tables,
seating arrangement, Room loudness, etc.) Why?
Did the number of students in the session positively
or negatively affect your learning
during the session? If so, why?
What could be improved based on
your experience in the session?
Results
• 153 total surveys were completed
between November 16, 2015 and
November 20, 2015.
• During that time, 324 students
participated in tutoring.
• There were 402 total visits to the
Wintrode Tutoring Program. In that
time, each of the colleges on campus
had students that completed the
survey.
• The largest population of students was
nursing students (34% )
• There were a couple surveys that
relayed that some sessions were
overfilled, however the majority of the
surveys found that three students was
a preferred number.
• The seating arrangements were found
to have a positive impact on student
learning .
• Background noise helps a majority of
students learn and allows them to
speak up more in tutoring.
Conclusion
• Feedback about group size and learning
environment indicate noise level and large
group sizes play a role in student
perception of their learning.
• During busier tutoring times, more will be
done to make sure noise and space is
controlled.
• Future research will use electronic survey.
Major of Students Involved in Survey Number of Students Participated
Nursing 52
Pharmacy 36
Biology/Pre-Professional 18
Exercise Science 6
Dietetics 4
Animal Science 3
Medical Lab Science 2
Athletic Training 2
Wildlife and Fisheries 2
Undecided 2
Human Development and Family Studies 2
Agriculture Education 1
Civil Engineering 1
Psychology 1
Biochemistry 1
Agriculture Communications 1
Agriculture Engineering 1
Did Not Answer 19
Acknowledgements
The authors would like to thank the Wintrode Student
Success Center for help and support on our project, and
all of the students that participated in the survey and
all of the tutors, that distributed the survey to students.
Dvorak, J. (2001) Managing Tutoring Aspects of the Learning Assistance Center. Research for Educational Reform 9.4, (39-51).
Garrett, M.J (1993). A community of learners: Empowering the teaching/learning community. Research and Teaching in Developmental Education, 9(2), 45-51.
Graessar, A.C. & Person, N.K. (1994). Question Asking During Tutoring. American Education Research Journal 31(1), 104-137.
Hendriksen, S. et al. (2005) Assessing Academic Support: The Effects of Tutoring on Student Learning Outcomes. Journal of College Reading and Learning, 60‐61.
MacDonald, R.B. (1993). Group tutoring techinques: From research to practice. Journal of Developmental Education, 15(1), 2-12.
Martin, D.C. & Arendale, D.R. (1990). Supplemental instruction: Improving student performance, increasing student persistence. Kansas City, MO: University of Missouri, Kansas City.
Newton, F. B., & Ender, S. C. (2010). Students helping students: A guide for peer educators on college campuses. San Francisco: Jossey-Bass.
Perin, D. (2004) Remediation Beyond Developmental Education: The Use of Learning Assistance Centers to Increase Academic Preparedness in Community Colleges. Community College Journal of Research and Practice.
Topping, K. J. (1996) The Effectiveness of Peer Tutoring in Further and Higher Education: A Typology and Review of the Literature. Higher Education 32.3, 321-45.
IRB-1509012-EXM
Subject Percentage of Raw
Attended Students Number
Physiology 29.0 45
Human Anatomy 19.4 30
Chemistry 112 11.1 17
Biology 151 9.7 15
Organic Chemistry 6.9 12
Unknown 4.2 6
Microbiology 4.2 6
Pathophysiology 4.2 6
Biology 101 4.2 6
Economics 2.8 4
Physics 2.8 4
Chemistry 108 1.0 2