Theses and Dissertations

Issuing Body

Mississippi State University

Advisor

Davis, James

Committee Member

Wiseman, William

Committee Member

Scaggs, William

Committee Member

Stonecypher, Wayne

Date of Degree

5-2-2009

Original embargo terms

MSU Only Indefinitely

Document Type

Dissertation - Campus Access Only

Major

Community College Leadership

Degree Name

Doctor of Philosophy

College

College of Education

Department

Department of Leadership and Foundations

Abstract

The purpose of this study was to determine the impact of peer tutoring on the achievement of freshmen student in remedial mathematics, reading and writing from one community college and one university. The total population for this study is 300 freshmen, 150 freshmen from the community college and 150 freshmen from the university, composition of male (N=42%) and female (N=58%). The instructors will allow the researcher to pre-test selected students on the second day of class (Fall 2006) using the Nelson-Denny Reading Test (Form E) for reading, Algebra Skills Test (Test I) for math, and pre-determined writing assignments for writing. After four weeks of peer-tutoring (quasi-experimental group), the researcher will retest the students (post-test) and collect the test score from the posttest and analyze the data to determine the impact of peer tutoring on freshmen student in remedial mathematics, reading and writing. There were two hypothesis tested. The hypothesis revealed that there was no significant difference of t-test results for pretest scores in terms of Reading for Comprehensive and Vocabulary, Math, and English. It indicated that participants grouped by gender had no pretest threat in both the treatment and the control groups. Although the present study offers additional positive results to those studies conducted in the past, it is the recommendation of the researcher that additional studies needs to be undertaken.

URI

https://hdl.handle.net/11668/16278

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