Dissertations and Theses @ UNI


Open Access Thesis


University of Northern Iowa--Freshmen; University of Northern Iowa; College freshmen; Tutors and tutoring;


This thesis attempts to detect differences between those students who receive tutoring and gained passing grades and those who received tutoring and gained failing grades. Differences are detected by investigating three different independent variables; high school grade point average, American College Test (ACT) scores and time spent with a tutor. The subjects were University of Northern Iowa students who had received tutorial services from Student Support Services from the years 1985 to 1989. The research questions were as follows. 1. Did the students who produced passing grades differ from those who did not on their high school grade point averages (GPA)? 2. Did the students who produced passing grades differ from those who did not on the amount of contact time they spent with a tutor? 3. Did the students who produced passing grades differ from those who did not on their American College Test (ACT) scores? 4. Can accurate predictions be made about student success given contact time, high school GPA and ACT scores?

A t-test was computed to detect differences between groups on the first three questions. A regression and discriminant analysis was performed to determine if a prediction was possible given the first three variables.

Results indicate that for all classes combined there were no significant differences in GPA, ACT scores or time spent with a tutor found. When the classes were analyzed separately, time spent with a tutor was significantly higher for those students who produced passing grades in Basic Collegiate Math.

Discriminant analysis indicated that an accurate prediction of success, given the first three variables, can not be made.

Year of Submission


Degree Name

Specialist in Education


Department of Educational Psychology, Foundations, and Leadership Studies


Department of Educational Psychology and Foundations

First Advisor

Barry J. Wilson


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Date Original


Object Description

1 PDF file (36 pages)



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