The impact of a peer-tutoring program on quality standards in higher education
The purposes of this study were, on one had, to determine the impact of a peer tutoring program on preventing academic failure and dropouts among first-year students (N = 100), from Civil Engineering, Economics, Pharmacy, and Chemical Engineering careers; while, on the other hand, to identify the po...
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| Veröffentlicht in: | Higher education 2011-12, Vol.62 (6), p.773-788 |
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| creator | Arco-Tirado, José L Fernandez-Martin, Francisco D Fernandez-Balboa, Juan-Miguel |
| description | The purposes of this study were, on one had, to determine the impact of a peer tutoring program on preventing academic failure and dropouts among first-year students (N = 100), from Civil Engineering, Economics, Pharmacy, and Chemical Engineering careers; while, on the other hand, to identify the potential benefits of such tutoring program on the cognitive and metacognitive learning strategies and social skills of student mentors in their last year of studies or already in a postgraduate program (N = 41) at the University of Granada (Spain). After building and selecting the measurement instruments necessary to gather demographic and academic relevant information on both samples, and assigning first-year students to either an experimental or control group, the intervention consisted of ten 90-min tutoring sessions during the first semester lead by student tutors who, in turn, had undergone four 3-h training sessions on tutoring contents like planning and time management, cognitive and metacognitive learning strategies, motivational strategies and the use of materials designed ad hoc for this program. The results show differences in favour of the treatment group on grade point average, performance rate, success rate and learning strategies and, also, statistically significant pre-post differences for the tutors on learning strategies and social skills. (HRK / Abstract übernommen). |
| doi_str_mv | 10.1007/s10734-011-9419-x |
| format | Article |
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After building and selecting the measurement instruments necessary to gather demographic and academic relevant information on both samples, and assigning first-year students to either an experimental or control group, the intervention consisted of ten 90-min tutoring sessions during the first semester lead by student tutors who, in turn, had undergone four 3-h training sessions on tutoring contents like planning and time management, cognitive and metacognitive learning strategies, motivational strategies and the use of materials designed ad hoc for this program. The results show differences in favour of the treatment group on grade point average, performance rate, success rate and learning strategies and, also, statistically significant pre-post differences for the tutors on learning strategies and social skills. (HRK / Abstract übernommen).</description><identifier>ISSN: 0018-1560</identifier><identifier>EISSN: 1573-174X</identifier><identifier>DOI: 10.1007/s10734-011-9419-x</identifier><identifier>CODEN: HREDAN</identifier><language>eng</language><publisher>Dordrecht: Springer</publisher><subject>Academic achievement ; Academic Failure ; Academic learning ; Academic Standards ; Ausland ; Careers ; Civil engineering ; Cognition ; Cognitive development ; College Students ; Colleges ; Colleges & universities ; Control Groups ; Dropout Prevention ; Education ; Educational guidance ; Educational Practices ; Elementary school students ; Engineering ; Experimental Groups ; Foreign Countries ; Grade Point Average ; Higher Education ; Hochschule ; Interpersonal Competence ; Intervention ; Interventionism ; Learning ; Learning Strategies ; Lehre ; Measuring instruments ; Mentoring ; Mentors ; Metacognition ; Motivation ; Motivation Techniques ; Occupations ; Pedagogy ; Peer groups ; Peer Teaching ; Peer tutoring ; Posttests ; Pretests ; Pretests Posttests ; Program Effectiveness ; Quality standards ; School dropouts ; School Holding Power ; Skill Development ; Skills ; Social skills ; Spain ; Spanien ; Statistical significance ; Student ; Student Improvement ; Student Participation ; Student retention ; Students ; Studium ; Success ; Supervisors ; Time Management ; Tutor Training ; Tutorial Programs ; Tutoring ; Undergraduate Students</subject><ispartof>Higher education, 2011-12, Vol.62 (6), p.773-788</ispartof><rights>2011 Springer Science+Business Media B.V.</rights><rights>Springer Science+Business Media B.V. 2011</rights><rights>COPYRIGHT 2011 Springer</rights><lds50>peer_reviewed</lds50><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-c514t-87b80a0788b7e69e54c7b81630cb51fda0815628c7f6742671774304294238393</citedby><cites>FETCH-LOGICAL-c514t-87b80a0788b7e69e54c7b81630cb51fda0815628c7f6742671774304294238393</cites></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><linktopdf>$$Uhttps://www.jstor.org/stable/pdf/41477902$$EPDF$$P50$$Gjstor$$H</linktopdf><linktohtml>$$Uhttps://www.jstor.org/stable/41477902$$EHTML$$P50$$Gjstor$$H</linktohtml><link.rule.ids>314,776,780,799,27843,27901,27902,41464,42533,51294,57992,58225</link.rule.ids><backlink>$$Uhttp://www.fachportal-paedagogik.de/fis_bildung/suche/fis_set.html?FId=957301$$DAccess content in the German Education Portal$$Hfree_for_read</backlink><backlink>$$Uhttp://eric.ed.gov/ERICWebPortal/detail?accno=EJ942334$$DView record in ERIC$$Hfree_for_read</backlink></links><search><creatorcontrib>Arco-Tirado, José L</creatorcontrib><creatorcontrib>Fernandez-Martin, Francisco D</creatorcontrib><creatorcontrib>Fernandez-Balboa, Juan-Miguel</creatorcontrib><title>The impact of a peer-tutoring program on quality standards in higher education</title><title>Higher education</title><addtitle>High Educ</addtitle><description>The purposes of this study were, on one had, to determine the impact of a peer tutoring program on preventing academic failure and dropouts among first-year students (N = 100), from Civil Engineering, Economics, Pharmacy, and Chemical Engineering careers; while, on the other hand, to identify the potential benefits of such tutoring program on the cognitive and metacognitive learning strategies and social skills of student mentors in their last year of studies or already in a postgraduate program (N = 41) at the University of Granada (Spain). 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(HRK / Abstract übernommen).</description><subject>Academic achievement</subject><subject>Academic Failure</subject><subject>Academic learning</subject><subject>Academic Standards</subject><subject>Ausland</subject><subject>Careers</subject><subject>Civil engineering</subject><subject>Cognition</subject><subject>Cognitive development</subject><subject>College Students</subject><subject>Colleges</subject><subject>Colleges & universities</subject><subject>Control Groups</subject><subject>Dropout Prevention</subject><subject>Education</subject><subject>Educational guidance</subject><subject>Educational Practices</subject><subject>Elementary school students</subject><subject>Engineering</subject><subject>Experimental Groups</subject><subject>Foreign Countries</subject><subject>Grade Point Average</subject><subject>Higher Education</subject><subject>Hochschule</subject><subject>Interpersonal 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Improvement</subject><subject>Student Participation</subject><subject>Student retention</subject><subject>Students</subject><subject>Studium</subject><subject>Success</subject><subject>Supervisors</subject><subject>Time Management</subject><subject>Tutor Training</subject><subject>Tutorial Programs</subject><subject>Tutoring</subject><subject>Undergraduate 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Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Arco-Tirado, José L</au><au>Fernandez-Martin, Francisco D</au><au>Fernandez-Balboa, Juan-Miguel</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><ericid>EJ942334</ericid><atitle>The impact of a peer-tutoring program on quality standards in higher education</atitle><jtitle>Higher education</jtitle><stitle>High Educ</stitle><date>2011-12-01</date><risdate>2011</risdate><volume>62</volume><issue>6</issue><spage>773</spage><epage>788</epage><pages>773-788</pages><issn>0018-1560</issn><eissn>1573-174X</eissn><coden>HREDAN</coden><abstract>The purposes of this study were, on one had, to determine the impact of a peer tutoring program on preventing academic failure and dropouts among first-year students (N = 100), from Civil Engineering, Economics, Pharmacy, and Chemical Engineering careers; while, on the other hand, to identify the potential benefits of such tutoring program on the cognitive and metacognitive learning strategies and social skills of student mentors in their last year of studies or already in a postgraduate program (N = 41) at the University of Granada (Spain). After building and selecting the measurement instruments necessary to gather demographic and academic relevant information on both samples, and assigning first-year students to either an experimental or control group, the intervention consisted of ten 90-min tutoring sessions during the first semester lead by student tutors who, in turn, had undergone four 3-h training sessions on tutoring contents like planning and time management, cognitive and metacognitive learning strategies, motivational strategies and the use of materials designed ad hoc for this program. The results show differences in favour of the treatment group on grade point average, performance rate, success rate and learning strategies and, also, statistically significant pre-post differences for the tutors on learning strategies and social skills. (HRK / Abstract übernommen).</abstract><cop>Dordrecht</cop><pub>Springer</pub><doi>10.1007/s10734-011-9419-x</doi><tpages>16</tpages></addata></record> |
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| ispartof | Higher education, 2011-12, Vol.62 (6), p.773-788 |
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| source | Jstor Complete Legacy; Education Source; PAIS Index; SpringerLink Journals - AutoHoldings |
| subjects | Academic achievement Academic Failure Academic learning Academic Standards Ausland Careers Civil engineering Cognition Cognitive development College Students Colleges Colleges & universities Control Groups Dropout Prevention Education Educational guidance Educational Practices Elementary school students Engineering Experimental Groups Foreign Countries Grade Point Average Higher Education Hochschule Interpersonal Competence Intervention Interventionism Learning Learning Strategies Lehre Measuring instruments Mentoring Mentors Metacognition Motivation Motivation Techniques Occupations Pedagogy Peer groups Peer Teaching Peer tutoring Posttests Pretests Pretests Posttests Program Effectiveness Quality standards School dropouts School Holding Power Skill Development Skills Social skills Spain Spanien Statistical significance Student Student Improvement Student Participation Student retention Students Studium Success Supervisors Time Management Tutor Training Tutorial Programs Tutoring Undergraduate Students |
| title | The impact of a peer-tutoring program on quality standards in higher education |
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