The Effects of Formal Mentoring on the Retention Rates for First-Year, Low Achieving Students

Salinitri, Geri

doi:10.2307/4126458

Cited by 88 publications

(67 citation statements)

References 8 publications

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“…In addition, we can say that we have validated our main hypothesis of study given that the tutoring program has enabled the EG students to pass 69% of failed subjects, compared to 37.5% in the CG, thus improving academic performance in the EG which demonstrates its effectiveness (DeLapp et al, 2008;Jeffreys, 2001;Salinitri, 2005).…”

Section: Discussionsupporting

confidence: 56%

“…Following Salinitri (2005) these could be low-achieving students, who are are a particular challenge because they may have uncovered several academic needs related to information about the subjects, comprehension of information, and poor academic strategies, such as poor study habits or the students do not seek or know how to seek help.…”

Section: Justificationmentioning

confidence: 99%

“…Descriptively, they found that study group participants achieved higher pass rates, lower dropout rates, and positive satisfaction with the program. Salinitri (2005) evaluated a tutoring program based on social learning and social capital theories, by means of examining the retention rate (number of passed subjects) and program satisfaction of first-year university students. They used intermediate/senior teacher candidates previously trained as tutors.…”

Section: Tutoring Programs Help Student Successmentioning

confidence: 99%

“…Regarding previous studies (Salinitri, 2005), the main outcome identified was the students' academic performance that was calculated, using a qualitative variable (yes/no), which measured progress from the failed subject to passed subject, according to data provided by the secretariat of the Faculty. By using a 2x2 table the Pearson chi-square test (X 2 ) was calculated.…”

Section: Evaluation Of the Effectiveness Of The Tutoring Programmentioning

confidence: 99%

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Effectiveness of Tutoring to Improve Academic Performance in Nursing Students at the University of Seville

Guerra-Martín

Lima‐Serrano

Lima-Rodríguez

2017

J. New Approaches Educ. Res.

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In response to the increase of Higher Education support provided to tutoring programs, this paper presents the design, implementation and evaluation of a tutoring program to improve the academic performance of at-risk students enrolled in the last year of a nursing degree characterized by academic failure (failed courses). A controlled experimental study was carried out to evaluate a tutoring program that included a minimum of nine meetings performed by an expert professor as tutor. A questionnaire for assessing the academic needs was designed and interventions were performed when responses were: nothing, a little or something. Medium to large effects were found in the progress of failed course to passed course (p =.000, rφ = .30), improving the information about courses (p < .001, d = 2.01), the information comprehension (p < .001, d = 0.85) and the strategies to improve academic performance (p < .001, d = 1.37). The intervention group students' response highlighted program satisfaction and effectiveness. The significance of the study lies in reinforcing the formal tutoring as a tool to improve academic performance in at-risk students.

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Section: Discussionsupporting

confidence: 56%

Section: Justificationmentioning

confidence: 99%

Section: Tutoring Programs Help Student Successmentioning

confidence: 99%

Section: Evaluation Of the Effectiveness Of The Tutoring Programmentioning

confidence: 99%

See 2 more Smart Citations

Effectiveness of Tutoring to Improve Academic Performance in Nursing Students at the University of Seville

Guerra-Martín

Lima‐Serrano

Lima-Rodríguez

2017

J. New Approaches Educ. Res.

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“…Negative perceptions, along with other obstacles, may negatively influence their scholastic and co-curricular engagement within the university (Laird et al, 2004). Numerous researchers have explicated the importance of "fitting in" (Salinitri, 2005;Sorrentino, 2007;Strayhorn, 2008) and its relationship to student retention on university campuses. Students must effectively acclimate to universities' academic climate and social climates.…”

mentioning

confidence: 99%

Factors Contributing to the Persistence of African American and Hispanic Undergraduate Males Enrolled at Regional Predominately White Institution

Hall¹

2017

AIJ

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The purpose of this study is to explore factors that may contribute to the persistence and graduation rates of African American and Hispanic undergraduate males enrolled at regional fouryear public universities in Texas. African American and Hispanic males have lower graduation rates in both secondary and post-secondary education than their White peers (Harper, 2010; Swail, Cabrera, Lee, & Williams, 2013

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Mentoring Undergraduate Students

Crisp¹,

Baker²,

Griffin³

et al. 2017

ASHE Higher Education Report

106

142

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The Effects of Formal Mentoring on the Retention Rates for First-Year, Low Achieving Students

Cited by 88 publications

References 8 publications

Effectiveness of Tutoring to Improve Academic Performance in Nursing Students at the University of Seville

Effectiveness of Tutoring to Improve Academic Performance in Nursing Students at the University of Seville

Factors Contributing to the Persistence of African American and Hispanic Undergraduate Males Enrolled at Regional Predominately White Institution

Mentoring Undergraduate Students

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