You are here:

An Examination of an Online Tutoring Program's Impact on Low-Achieving Middle School Students' Mathematics Achievement
ARTICLE

, , ,

Journal of Asynchronous Learning Networks Volume 19, Number 5, ISSN 1939-5256

Abstract

The purpose of this mixed methods study was to determine the impact of synchronous online tutoring services on struggling middle school students' mathematics achievement. The online tutoring was provided as a response to intervention (RTI) Tier 3 support (intensive, individualized intervention) in schools implementing a school-wide mathematics program that addresses Tier 1 (high-quality classroom instruction) and Tier 2 (small group interventions). We employed quasi-experimental, within- and between-group designs to examine impacts for 119 students in two schools to measure the tutoring's impact on mathematics assessment scores. We also conducted qualitative analyses of student and tutor postsession commentary. The findings suggest that the tutoring contributed to statistically significant gains in student assessment scores postintervention. Online tutors' descriptions of their practice centered on ongoing progress monitoring of student learning, delivery of guided practice to students, the use of multiple explanations and representations of target concepts. Student perceptions of the online tutoring were predominately positive in nature.

Citation

Chappell, S., Arnold, P., Nunnery, J. & Grant, M. (2015). An Examination of an Online Tutoring Program's Impact on Low-Achieving Middle School Students' Mathematics Achievement. Journal of Asynchronous Learning Networks, 19(5), 37-53. Retrieved August 9, 2022 from .

This record was imported from ERIC on January 10, 2019. [Original Record]

ERIC is sponsored by the Institute of Education Sciences (IES) of the U.S. Department of Education.

Copyright for this record is held by the content creator. For more details see ERIC's copyright policy.

Keywords