Analysis of an Academic Assistance Program's Success in Retaining Students. SAIR Conference Paper.

Autor/in	Curby, Vicki M.
Titel	Analysis of an Academic Assistance Program's Success in Retaining Students. SAIR Conference Paper.
Quelle	(1984), (17 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Academic Achievement; Academic Advising; Academic Persistence; Basic Skills; College Students; Developmental Studies Programs; High Risk Students; Higher Education; Institutional Research; Mathematics Skills; Program Evaluation; Reading Skills; Remedial Instruction; Skill Development; Study Skills; Tutoring; Writing Skills + Suchen Sie Ihr Suchwort? Schulleistung; Akademischer Rat; Basic skill; Grundfertigkeit; Collegestudent; Developmental studies; Developmental psychology; Study; Studies; Entwicklungspsychologie; Studium; Problemschüler; Hochschulbildung; Hochschulsystem; Hochschulwesen; Institutionelle Forschung; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Programme evaluation; Programmevaluation; Reading skill; Lesefertigkeit; Förderkurs; Kompetenzentwicklung; Qualifikationsentwicklung; Studientechnik; Förderkonzept; Nachhilfeunterricht; Writing skill; Schreibfertigkeit
Abstract	An evaluation of an academic support program at the University of Missouri-Columbia is discussed. The Learning Center's support program provides assistance in writing, math, study skills, reading, science, and other subjects, as well as individual and small group tutoring. The Learning Center keeps computer records of each student's participation in the center's activities. Using files set up by the Office of Institutional Research, a study demonstrated the retention rates of users as compared to all undergraduates. A comparison of the fall to fall enrollment rates of program users to the overall campus figures verifies an enhanced retention rate for program users. Other studies have compared the academic achievement of participants and nonparticipants in help sessions. Analysis of variance was used to compare the test scores of participants in help sessions in two courses, economics and college algebra. For three consecutive semesters, a comparison was made of the scores on two exams taken during the term, the final exam, and total exam points. Generally, students who sought academic assistance were of lower ability but either performed on par with higher ability students or better than predicted. (SW)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC