This session presents the design, implementation and evaluation of a tutoring program to improve the academic performance of at-risk students enrolled in a hybrid doctor of physical therapy program.
Extended Abstract
This session presents the design, implementation and evaluation of a tutoring program to improve the academic performance of at-risk students enrolled in a hybrid doctor of physical therapy program. A controlled experimental study was carried out to evaluate a tutoring program that included a minimum of five meetings performed by an associated faculty professor as tutor. An email communication system was implemented for assessing the academic needs prior to the session and tutoring interventions were performed around the needed content area responses. The intervention group students’ response in academic grade improvement in midterm vs. final exam illustrated the tutoring program’s satisfaction and effectiveness. The significance of the study lies in reinforcing the utilization of formal tutoring as a tool to improve academic performance in students on academic probation and at-risk students.
Presenting Speakers
Dr. David J. Denton
Director of Clinical Education and Assistant Professor (Clinical) of Physical Therapy at Hanover College
Effectiveness of Online Tutoring to Improve Academic Performance in a Hybrid Doctor of Physical Therapy Program
Track
Student Support and Empowerment in Online Learning
Track: Student Support and Empowerment in Online Learning
Session Type: Discovery Session (Short conversations with multiple attendees over 45 min)
Institution Level: Higher Ed
Audience Level: All
Intended Audience: Administrators, Design Thinkers, Faculty, Students, Training Professionals, Researchers, All Attendees
Special Session Designation: Focused on Blended Learning, For Educators at Community Colleges, Focused on Diversity, Equity, Inclusion, and Belonging (DEIB), For Leaders and Administrators, Presenting Original Research, International
