2014 Conference Archive (Archived)
The Effectiveness of Peer Tutoring in Increasing Retention and Reducing the Failure Rates
Session Format
Presentation Session (20 minutes)
Copyright
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Location
Room 2904 A
Abstract for the conference program
It is well known that introductory computer programming courses are difficult and that retention rate is low and failure and withdrawal rates are high. The aim of our project was to reduce the high failure and withdrawal rates in learning to program. This paper presents a number of changes in module organization and instructional delivery system in teaching CS1. Peer tutoring and out of class help sessions were applied during semesters. Seven tutors participated in the tutoring services daily from 12 noon to 7 p.m. Two years of data was collected and analyzed. The primary results show that Peer tutoring helped to reduce the failure and withdrawal rates. An additional benefit of the tutoring system was that the tutors gained the experience that makes them better learners as well as better teachers. Student surveys indicate a positive evaluation of the modified instructional approach, overall satisfaction with the course and consequently, higher success and retention rates. Furthermore, we added many online resources in D2L, and increased in-class and out-of-class support for students. Initial results shows an increased student success and course satisfaction among the students.
Proposal Track
Research Project
Start Date
3-7-2014 9:55 AM
End Date
3-7-2014 10:15 AM
Recommended Citation
Fares, Said and Fares, Mary, "The Effectiveness of Peer Tutoring in Increasing Retention and Reducing the Failure Rates" (2014). Interdisciplinary STEM Teaching & Learning Conference (2012-2019) (Archived). 51.
https://digitalcommons.georgiasouthern.edu/stem/2014/2014/51
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The Effectiveness of Peer Tutoring in Increasing Retention and Reducing the Failure Rates
Room 2904 A
It is well known that introductory computer programming courses are difficult and that retention rate is low and failure and withdrawal rates are high. The aim of our project was to reduce the high failure and withdrawal rates in learning to program. This paper presents a number of changes in module organization and instructional delivery system in teaching CS1. Peer tutoring and out of class help sessions were applied during semesters. Seven tutors participated in the tutoring services daily from 12 noon to 7 p.m. Two years of data was collected and analyzed. The primary results show that Peer tutoring helped to reduce the failure and withdrawal rates. An additional benefit of the tutoring system was that the tutors gained the experience that makes them better learners as well as better teachers. Student surveys indicate a positive evaluation of the modified instructional approach, overall satisfaction with the course and consequently, higher success and retention rates. Furthermore, we added many online resources in D2L, and increased in-class and out-of-class support for students. Initial results shows an increased student success and course satisfaction among the students.
