Cargando…
Helping Struggling Students in Introductory Biology: A Peer-Tutoring Approach That Improves Performance, Perception, and Retention
The high attrition rate among science, technology, engineering, and mathematics (STEM) majors has long been an area of concern for institutions and educational researchers. The transition from introductory to advanced courses has been identified as a particularly “leaky” point along the STEM pipelin...
Autores principales: | , , , , |
---|---|
Formato: | Online Artículo Texto |
Lenguaje: | English |
Publicado: |
American Society for Cell Biology
2015
|
Materias: | |
Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4477732/ https://www.ncbi.nlm.nih.gov/pubmed/25976652 http://dx.doi.org/10.1187/cbe.14-08-0120 |
_version_ | 1782377800810889216 |
---|---|
author | Batz, Zachary Olsen, Brian J. Dumont, Jonathan Dastoor, Farahad Smith, Michelle K. |
author_facet | Batz, Zachary Olsen, Brian J. Dumont, Jonathan Dastoor, Farahad Smith, Michelle K. |
author_sort | Batz, Zachary |
collection | PubMed |
description | The high attrition rate among science, technology, engineering, and mathematics (STEM) majors has long been an area of concern for institutions and educational researchers. The transition from introductory to advanced courses has been identified as a particularly “leaky” point along the STEM pipeline, and students who struggle early in an introductory STEM course are predominantly at risk. Peer-tutoring programs offered to all students in a course have been widely found to help STEM students during this critical transition, but hiring a sufficient number of tutors may not be an option for some institutions. As an alternative, this study examines the viability of an optional peer-tutoring program offered to students who are struggling in a large-enrollment, introductory biology course. Struggling students who regularly attended peer tutoring increased exam performance, expert-like perceptions of biology, and course persistence relative to their struggling peers who were not attending the peer-tutoring sessions. The results of this study provide information to instructors who want to design targeted academic assistance for students who are struggling in introductory courses. |
format | Online Article Text |
id | pubmed-4477732 |
institution | National Center for Biotechnology Information |
language | English |
publishDate | 2015 |
publisher | American Society for Cell Biology |
record_format | MEDLINE/PubMed |
spelling | pubmed-44777322015-06-25 Helping Struggling Students in Introductory Biology: A Peer-Tutoring Approach That Improves Performance, Perception, and Retention Batz, Zachary Olsen, Brian J. Dumont, Jonathan Dastoor, Farahad Smith, Michelle K. CBE Life Sci Educ Article The high attrition rate among science, technology, engineering, and mathematics (STEM) majors has long been an area of concern for institutions and educational researchers. The transition from introductory to advanced courses has been identified as a particularly “leaky” point along the STEM pipeline, and students who struggle early in an introductory STEM course are predominantly at risk. Peer-tutoring programs offered to all students in a course have been widely found to help STEM students during this critical transition, but hiring a sufficient number of tutors may not be an option for some institutions. As an alternative, this study examines the viability of an optional peer-tutoring program offered to students who are struggling in a large-enrollment, introductory biology course. Struggling students who regularly attended peer tutoring increased exam performance, expert-like perceptions of biology, and course persistence relative to their struggling peers who were not attending the peer-tutoring sessions. The results of this study provide information to instructors who want to design targeted academic assistance for students who are struggling in introductory courses. American Society for Cell Biology 2015-06-01 /pmc/articles/PMC4477732/ /pubmed/25976652 http://dx.doi.org/10.1187/cbe.14-08-0120 Text en © 2015 Z. Batz et al.CBE—Life Sciences Education © 2015 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0). “ASCB®,” “The American Society for Cell Biology®,” and “Molecular Biology of the Cell®” are registered trademarks of The American Society of Cell Biology. |
spellingShingle | Article Batz, Zachary Olsen, Brian J. Dumont, Jonathan Dastoor, Farahad Smith, Michelle K. Helping Struggling Students in Introductory Biology: A Peer-Tutoring Approach That Improves Performance, Perception, and Retention |
title | Helping Struggling Students in Introductory Biology: A Peer-Tutoring Approach That Improves Performance, Perception, and Retention |
title_full | Helping Struggling Students in Introductory Biology: A Peer-Tutoring Approach That Improves Performance, Perception, and Retention |
title_fullStr | Helping Struggling Students in Introductory Biology: A Peer-Tutoring Approach That Improves Performance, Perception, and Retention |
title_full_unstemmed | Helping Struggling Students in Introductory Biology: A Peer-Tutoring Approach That Improves Performance, Perception, and Retention |
title_short | Helping Struggling Students in Introductory Biology: A Peer-Tutoring Approach That Improves Performance, Perception, and Retention |
title_sort | helping struggling students in introductory biology: a peer-tutoring approach that improves performance, perception, and retention |
topic | Article |
url | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4477732/ https://www.ncbi.nlm.nih.gov/pubmed/25976652 http://dx.doi.org/10.1187/cbe.14-08-0120 |
work_keys_str_mv | AT batzzachary helpingstrugglingstudentsinintroductorybiologyapeertutoringapproachthatimprovesperformanceperceptionandretention AT olsenbrianj helpingstrugglingstudentsinintroductorybiologyapeertutoringapproachthatimprovesperformanceperceptionandretention AT dumontjonathan helpingstrugglingstudentsinintroductorybiologyapeertutoringapproachthatimprovesperformanceperceptionandretention AT dastoorfarahad helpingstrugglingstudentsinintroductorybiologyapeertutoringapproachthatimprovesperformanceperceptionandretention AT smithmichellek helpingstrugglingstudentsinintroductorybiologyapeertutoringapproachthatimprovesperformanceperceptionandretention |