THE RELATIONSHIP OF MOTIVATION TO PEER TUTORING AND GRADES IN COLLEGE MATHEMATICS

Abstract

The two studies reported here investigated the efficacy of peer tutoring offered in the setting of a university tutoring center as an intervention to improve academic performance among students enrolled in a college algebra course. The Motivated Strategies for Learning Questionnaire (MSLQ) was used to investigate the motivational profiles of those who used the tutoring center and those who did not. Motivational profiles were examined in order to determine if a particular profile would predict help-seeking behavior (i.e., utilizing the university tutoring center). This research utilized two samples and was divided into two parts. The sample for study one included 1124 college students who attended a large urban university in the northeastern United States and were enrolled in a college algebra course during the fall semester of 2008. One Hundred Ninety Six of the students in this sample used the university tutoring center at least one time during that semester. The sample population involved in study two included 254 students from the study one sample who volunteered to complete the motivation subscales from the MSLQ. One Hundred Ten of the students in the second sample used the tutoring center at least one time during that semester. Results of an ANOVA demonstrated that the difference in the final algebra grade between students who used the Center and those who did not was not statistically significant. A Pearson correlation computed between the number of times a student visited the tutoring center and final course grade in college algebra was not significant. An ordinary least squared (OLS) regression revealed that high school GPA, SAT Quantitative score, gender, and ethnicity were significant predictors of final course grade. A MANOVA revealed that tutoring center users possessed significantly lower self-efficacy for learning and performance and control of learning beliefs than non- users. A binary logistic regression demonstrated that self- efficacy for learning and performance significantly predicted tutoring center usage above and beyond all demographic variables. An ordinary least squares regression revealed that low self-efficacy for learning, higher task value, higher year in school, and low test anxiety were significant predictors of more frequent tutoring center usage. A MANOVA revealed that those who used the tutoring center most frequently had significantly lower self- efficacy and control of learning beliefs and were significantly higher in age and year in school.