The effect of required tutoring option participation on failing eighth-grade students' academic and behavioral performance
Date of Award
Doctor of Education (Ded)
Dr. Karen L. Hayes
Dr. John W. Hill
Dr. Neal F. Grandgenett
Dr. Larry L. Dlugosh
Tutoring programs were evaluated to determine the effect of required option participation on failing eighth-grade students' achievement, behavior, and attitude following a year implementation phase. The eighth-grade pretest compared to eighth-grade posttest gains made by students in the 45-Minute Morning Tutoring Session (45-MMTS n=15), 75-Minute After-School Tutoring Session (75-MASTS n=15) and 120-Minute Combined Morning and After School Tutoring Session (120-MCMASTS n=15) demonstrated positive achievement, behavior and attitudinal outcomes for all programs. These levels of performance were also found to be congruent with the posttest achievement, behavior and attitude data.
Murry, Larry, "The effect of required tutoring option participation on failing eighth-grade students' academic and behavioral performance" (2007). Student Work. 3446.
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A Dissertation Presented to the Faculty of the Graduate College of the University of Nebraska in Partial Fulfillment of Requirements for the Degree of Doctor of Education. Copyright 2007 Larry Murry.