Abstract:
Peer-led group tutoring has been identified as a best practice approach to increase retention and graduation for undergraduate college students. This study examined the efficacy, student demographics and participation rates, of peer-led undergraduate animal science study groups. Of the 718 students enrolled, 49.6% participated in at least one study session. Participating students attended an average of 4.0+3.6 sessions per class. There was no statistical difference in participation between: males vs. females; first generation vs. non- first generation college students; low income vs. moderate and above income; and students with documented disabilities vs. students without disabilities. A positive correlation existed between study group attendance and course grade (r = 0.24, p < 0.001), cumulative grade point average (GPA) (r = 0.22, p < 0.001), and graduation (r=0.12, p<0.01). Additionally, a strong correlation emerged between prior academic performance (GPA) and course grade (r = 0.73, p < 0.001), and graduation (r = 0.44, p < 0.001). The study also found a weak positive correlation between tutor and course grade (p < 0.01). Regression analysis of study sessions and course grade indicated that for each study group attended there was a +0.08 change, on average, in course grade.
Keywords:
student demographics, peer-led study groups, animal science course
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