Event Title

Determining the Efficiency of Retention Initiatives for At-Risk Students in a Higher Educational Institution

Session Number

I05

Advisor(s)

Adrienne Coleman, Illinois Mathematics and Science Academy
Omar Headen, Chicago State University

Location

A-123

Start Date

28-4-2016 10:15 AM

End Date

28-4-2016 10:40 AM

Disciplines

Education

Abstract

Tutoring and academic advising serve important roles in determining the academic achievement of at-risk students in a post-secondary learning institution. This study was conducted at a small university in Chicago with undergraduate students who are considered to be a part of at-risk populations including ethnic minorities, students with disabilities, students of low socioeconomic status, probationary students, or are otherwise academically disadvantaged in a post- secondary learning institution. Factors of academic achievement such as course grades, students’ self-reflection of study habits, and exam scores were examined to determine the effectiveness of the Learning Assistance Center. Utilizing a mixed methodology approach with both qualitative and quantitative components, student surveys were developed to evaluate the goals and practices of the tutoring center. This investigation included several questions such as, how frequently the student visits the tutoring center, and how has it affected their course grades, exam grades, and the students’ ability to complete coursework, in order to examine the effect of tutoring service initiatives on students’ academic achievement. The results of this investigation will be presented during IMSAloquium.


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Apr 28th, 10:15 AM Apr 28th, 10:40 AM

Determining the Efficiency of Retention Initiatives for At-Risk Students in a Higher Educational Institution

A-123

Tutoring and academic advising serve important roles in determining the academic achievement of at-risk students in a post-secondary learning institution. This study was conducted at a small university in Chicago with undergraduate students who are considered to be a part of at-risk populations including ethnic minorities, students with disabilities, students of low socioeconomic status, probationary students, or are otherwise academically disadvantaged in a post- secondary learning institution. Factors of academic achievement such as course grades, students’ self-reflection of study habits, and exam scores were examined to determine the effectiveness of the Learning Assistance Center. Utilizing a mixed methodology approach with both qualitative and quantitative components, student surveys were developed to evaluate the goals and practices of the tutoring center. This investigation included several questions such as, how frequently the student visits the tutoring center, and how has it affected their course grades, exam grades, and the students’ ability to complete coursework, in order to examine the effect of tutoring service initiatives on students’ academic achievement. The results of this investigation will be presented during IMSAloquium.