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Peer reviewedLandrum, R. Eric; Chastain, Garvin – Journal of College Student Development, 1998
The results of college-level tutoring programs are best described as mixed. The present study was designed as an attempt to quantify the effects of being tutored at the college level. A pretest-posttest design involving the Learning and Study Strategies Inventory was used. Results support the use of tutoring. (EMK)
Descriptors: Academic Achievement, College Students, Higher Education, Student Personnel Services
Peer reviewedKochenour, E. O.; Jolley, D. S.; Kaup, J. G.; Patrick, D. L.; Roach, K. D.; Wenzler, L. A. – Journal of College Student Development, 1997
Examines the effectiveness of Supplemental Instruction (SI) using 11,390 participants in eight varied courses at a large Rocky Mountain research university. Results indicate that students participating in SI earned higher average course grades than non-participating students. Findings portray SI as an effective program that can enhance student…
Descriptors: College Students, Curriculum Enrichment, Higher Education, Student Needs
