An investigation of the effects of tutoring behaviors and organizational structure on student performance in an individualized remedial algebra course at the college level

This study investigated the effects of two variables, organizational structure and tutoring behaviors, on performance in an individualized algebra course. Three treatments were used: 1. Treatment I: large lectures with tutor-supervised workshops; tutors engaged in limited duties, mainly answering questions. 2. Treatment II: same lecture/workshop structure as Treatment I; tutors closely monitored and encouraged student progress, establishing supportive relationships with their students. By midsemester most students in Treatments I and II attended workshop instead of lecture because of slow progress. 3. Treatment III: class of 30 students supervised mainly by an instructor; same tutoring behaviors as Treatment II. In Treatment I grades were based on course progress and attendance; in Treatments II and III grades were also based on points awarded for meeting test deadlines. The experiment was conducted at one period with 186 students, and was replicated at a second period with 160 students. Performance was measured by the number of units completed by the end of the semester. ANCOVAs were conducted using three covariates: arithmetic and algebra achievement, and attitude toward mathematics. Chi-square tests were conducted on success rates, partial completion rates and attrition rates. Results were: 1. Treatment II was superior to Treatment I; 2. Treatment II was not significantly different from Treatment III; 3. Treatment III was superior to Treatment I at one class period. It was thus concluded that under the conditions of this study, differences in organizational structure (lecture/workshop versus regular class) did not have a significant effect on performance, while differences in tutoring behaviors and/or grading systems did. Tutors were found to be just as effective as instructors in an individualized classroom, and their effectiveness was increased either by high intensity tutoring behaviors or by an incentive-based grading system. This study was limited by the fact that none of the treatments were very successful--the highest success rate was only 40%. These low rates may have been due to a heterogeneous population, the inclination of students to extend the course into a second semester, and the course emphasis on word problems.