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The Impact of a Math Tutoring Program on Urban High School Tutors

Zwyer, Kyle M.
http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1308075531

Abstract Details

2011, Master of Education (MEd), Bowling Green State University, Curriculum and Teaching.
The purpose of this study was to investigate and examine the impacts a math tutoring program had on student tutors at an urban high school. The study was structured upon a mixed method design as both quantitative and qualitative data were gathered. Quantitative data were collected from tutors' math scores from state tests, math class grades, attendance records, and behavior incident reports. The tutors were matched to a similar sample group of students who did not participate in the math tutoring program for a group comparison. Independent samples t-tests were computed to conclude if math tutors significantly differed in academic and nonacademic outcomes when compared to a matched sample. Results from the independent t-tests revealed that there were no statistical significances between tutors and non-tutors in terms of 8th Grade Ohio Achievement Assessment Math scores, 8th Grade math class grades, first semester math class grades, and attendance rates for the 2010-11 academic school year. However, five current tutors who also participated in the math tutoring program during the 10th Grade outperformed their matched non-tutor students on the 10th Grade Math Ohio Graduation Test. None of the students in this study possessed a single behavior incident for the first semester of the 2010-11 academic school year. Math tutors and the program advisor were interviewed to collect qualitative data regarding the impacts the math tutoring program had on tutors. Tutors believed that their participation in the program helped in their preparation for future endeavors, increased their confidence levels, and increased the tutees' confidence levels. Tutors expressed their desire to be at tutoring to help peers, which allowed them to better understand math material and learn new material too. The tutors recognized that the tutoring program was a social and academic program and that math can be difficult for all students, which is why certain modifications were recommended that could reduce some of the struggles students encounter in the classroom. Overall, it was concluded that the math tutoring program positively impacted tutors and that the program allowed the students to feel confident and able to make a difference in the lives of others.
Dr. John Fischer (Advisor)
Dr. Toni Sondergeld (Committee Member)
Dr. Tracy Huziak-Clark (Committee Member)
Mathematics Education
math; tutoring; urban; education; high school; GEAR UP; tutors

Recommended Citations

Citations

  • Zwyer, K. M. (2011). The Impact of a Math Tutoring Program on Urban High School Tutors [Master's thesis, Bowling Green State University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1308075531

    APA Style (7th edition)

  • Zwyer, Kyle. The Impact of a Math Tutoring Program on Urban High School Tutors. 2011. Bowling Green State University, Master's thesis. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1308075531.

    MLA Style (8th edition)

  • Zwyer, Kyle. "The Impact of a Math Tutoring Program on Urban High School Tutors." Master's thesis, Bowling Green State University, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1308075531

    Chicago Manual of Style (17th edition)

bgsu1308075531
5,048
© 2011, all rights reserved.
This open access ETD is published by Bowling Green State University and OhioLINK.