Thesis Defense – Zachary Batz
ORAL THESIS DEFENSE
MST Candidate
Zachary Batz
Thesis Advisor: Michelle K. Smith
Submitted in Partial Fulfillment of the
Requirements for the Degree of
Master of Science in Teaching
August, 2014
Reaching Struggling Introductory Biology Students with a
Targeted Peer Tutoring Program
Low persistence in 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. Students who struggle early in an introductory STEM course rarely show significant improvement over the remainder of the semester. This poor early performance can damage self-efficacy and result in disengagement in the course, negative perceptions of the field, and reduced persistence in the course. This study examined the wide impact of an optional peer tutoring specifically targeted at these students who experience early difficulties in a large-enrollment, introductory biology course. Outcomes were measured using a combination of course performance, course management system data, and self-report surveys. Students who regularly attended peer tutoring were found to have increased engagement in the course, more expert-like perceptions of biology, better exam performance, and increased persistence relative to their peers who were not attending the peer tutoring sessions. Implications of these findings for universities looking to offer targeted academic assistance are discussed within.
Tuesday, May 27, 2014
12:00-1:00 pm
113 Estabrooke Hall