Louisiana State University LSU Digital Commons LSU Doctoral Dissertations Graduate School 2004 A qualitative exploration of students' experiences with tutorial learning Angela Alexander Louisiana State University and Agricultural and Mechanical College, angela.edu Follow this and additional works at: https://digitalcommons.edu/gradschool_dissertations Part of the Education Commons Recommended Citation Alexander, Angela, "A qualitative exploration of students' experiences with tutorial learning" (2004). LSU Doctoral Dissertations.edu/gradschool_dissertations/3397 This Dissertation is brought to you for free and open access by the Graduate School at LSU Digital Commons. It has been accepted for inclusion in LSU Doctoral Dissertations by an authorized graduate school editor of LSU Digital Commons. For more information, please contactgradetd@lsu.
A QUALITATIVE EXPLORATION OF STUDENTS’ EXPERIENCES WITH TUTORIAL LEARNING A Dissertation Submitted to the Graduate Faculty of the Louisiana State University and Agricultural and Mechanical College in partial fulfillment of the requirements for the degree of Doctor of Philosophy in The Department of Educational Leadership, Research, & Counseling by Angela Alexander B., Northeast Louisiana University, 1980 August, 2004 ACKNOWLEDGMENTS As I reflect on this journey I must first acknowledge my faith, which has been my strength and my shield. As I moved along this path, there have been many people who prayed for me and believed in me and in my ability to finish the race. I thank each and every one who has helped me reach my goal. Dissertation Committee To my major professor, Dr.
Becky Ropers-Huilman, I express my appreciation for your guidance, hours of assistance, sound advice, and dedication. You are truly a master teacher who willingly gives of your time to ensure that true learning and a quality document will result from this endeavor. To the professors who served on my doctoral committee, Dr. Marietta Del Favero, Dr.
Weltman, and Dr. Durant, I express my eternal gratitude for your genuine concern, inspiration, and input. I have gained valuable lessons from each of you. I especially want to thank you, Dr.
Durant, for opening your door to give me support during the early days of my journey when I was truly at a crossroad. Participants I thank each participant for sharing with me and trusting me. I learned more than what I am able to put on the pages of this document. The shared experiences will always be remembered and treasured.
Colleagues and Friends Many of you have served as role models, even though you may not know it. I appreciate the undying support, time, and tolerance that you afforded me from day one until the end. James Njengere proved to be a loyal and knowledgeable friend. ii Wanda Jackson-Shelton, my lifelong friend and confidant, thank you for the many calls to make me keep pushing.
Thank you, Mrs. Betty Elfert, for providing professional opportunities and making time for me even when time was of the essence. Tiffany Lombas-Lopez, you gave much of your time and energy. You shared professional information and know-how and it is appreciated.
Sincere thanks are given to my family in Junior Division, Jacinta Ruffin, Suzan Bailey, Dr. Josephine Allen Oubre, Felicia Harry and family, Irene Gordon, Cynthia Daigle, and Diana Croom. A long time friend and confidant, Ms. Germaine Domino, re- entered my life as though an angel sent from God.
You gave of your time, energy, and most of all, skill to see me through to the end. Melonee Wicker, you are a gem. I know that I am truly blessed because of each of you. My Family Last, but by no means least, I thank my family.
My daughter, Regina Ashley, for being my constant companion, my copy girl at the library, and for being my inspiration, I want to thank you for going along with the program. My enduring appreciation and love goes to my parents, my dad, Dr. William Alexander and my mom, Mrs. Eva Dorothy Smith Alexander, who are the absolute best.
I thank you for always being there, for making this possible via positive expectations, patience, finances, and love. I also thank you Walter Craig, my brother, who gives unselfishly and who has always supported me and given me encouragement. I also thank my grandmother, Mrs. Edna Alexander, who I am so fortunate to have.
I will always appreciate the love, understanding, and faith exhibited by my family members. You have all been the torch that guided me along the way. iii TABLE OF CONTENTS ACKNOWLEDGEMENTS. ii LIST OF TABLES.
viii CHAPTER 1 INTRODUCTION. 1 Background and Existing Research. 3 Definition of Terms and Concepts. 4 Tutoring Services and the Myers-Briggs Type Indicator.
6 Statement of the Problem. 8 Purpose of the Study. 10 Significance of the Study. 10 Scope and Limitations.
11 Description of Dissertation Chapters. 11 2 REVIEW OF THE LITERATURE. 14 Procedures for the Literature Review. 15 The Tutoring Process.
16 Tutorial Services in Higher Education. 18 Peer Tutoring in Higher Education. 18 Recipients of Tutorial Services in Higher Education. 20 Under Prepared and Developmental College Students.
21 Non-Developmental College Students. 22 College Students in High Risk College Courses. 25 Myers-Briggs Type Indicator (MBTI). 27 Personality and Learning Styles.
29 Student Learning Styles Using the MBTI. 32 3 RESEARCH DESIGN METHODOLOGY. 33 Purpose of the Study. 34 The Role of the Researcher.
36 Overview of Methodology: Interpretivism. 39 iv Research Plan. 44 In-Depth Individual Interviews. 45 Data Analysis Procedures.
48 Conclusion Drawing and Verification. 48 Trustworthiness of Results. 52 4 DATA ANALYSIS AND RESULTS. 53 Student Participant Profiles.104 Choice to Attend Tutoring .104 Relationship with Tutor .110 Derived Benefits of Tutoring .112 Discussion of Themes: Categories.114 Discussion of Themes: Patterns.116 Data Analysis by MBTI Type .119 Perceptions of Tutorial Learning by Type .143 Choice to Attend Tutoring .143 Relationship with Tutor .144 Derived Benefits of Tutoring .145 5 DISCUSSION, RECOMMENDATIONS AND CONCLUSIONS .146 Purpose of Study.146 Summary of Procedures .146 Summary of Themes .147 Choice to Attend Tutoring .147 Relationship with Tutor .150 Derived Benefits of Tutoring .151 Summary of Personality Preference Characteristics.153 Themes and MBTI Relationship.154 Recommendations for Practice.158 Recommendations for Research .162 Implications for Theory .169 APPENDIX A: PARTICIPANT CONSENT FORM.180 APPENDIX B: INTERVIEW PROTOCOL .181 APPENDIX C: INTRODUCTION LETTER .183 APPENDIX D: UNIVERSITY CONSENT FORM.185 APPENDIX E: ACTIVITY PATTERNS BY TYPE .190 vi LIST OF TABLES 1.
Group Characteristics and Participant Type. Type by Percentages. Participants Group by Type.121 vii ABSTRACT The purpose of this study is to explore how students perceive their tutorial learning experiences at the collegiate level in a campus-based center and to explore the personality preferences of the students who participate in tutoring, according to the Myers-Briggs Type Indicator (MBTI). The study is designed to address tutoring from the perspective of the tutee’s experiences and to allow them to tell their story of how tutoring impacted their academic experience.
The following research questions guide this study: 1. What are students’ perceptions of their tutorial learning experiences? 2. Are students’ perceptions of their tutorial learning experiences related to personality type preferences? Data analysis in qualitative research has a two-fold purpose to understand the participants’ perspective and to answer the research questions. This study uses the three- phase procedure described by Miles and Huberman (1994) to give meaning to the data and for organizational purposes.
The three-phase procedure includes data reduction, data display, and conclusion drawing and verification. Thirty-two students voluntarily participated in in-depth interviews. Interview data are transcribed and subsequently analyzed to facilitate the development of themes. Document analysis, a reflexive journal, and in-depth interviews are utilized to construct participant profiles and to generate themes.
Themes that emerged are as follows: (1) Choice to Attend Tutoring, (2) Relationship with Tutor, (3) Learning Strategies, and (4) Derived Benefits of Tutoring. The themes are analyzed and the results discussed. Thereafter, the analysis turns to the personality type preferences in accord with the viii MBTI. The type preferences are coded and the results of the type preferences discussed in relation to the perceived experiences of participants as well as their styles of learning.
A discussion of the findings, along with recommendations for practice and research conclude the study. Suggestions might be made to implement changes in tutorial learning as a form of academic support. While other learning styles inventories are available, the MBTI is an assessment that identifies individual strengths for students to work from giving it an advantage when compared to others. Finally, it is also important to assess the needs of each segment of the student population.
ix CHAPTER 1 INTRODUCTION The great paradox of today’s higher education system is that with almost limitless access to a college education, there are individuals who do not enlist the resources available to them to attempt the pursuit of this opportunity. While universities offer a variety of services to assist students who choose to attend, many factors contribute to the degree of success of a college student. On an individual level, factors include, but are not limited to, personal characteristics, such as motivation, ability, and personality type. On an institutional level, availability of academic support resources for students in need, such as tutorial learning, may contribute to success.
College level tutorial learning takes on various forms. The present study sought to address the perceptions of college level students who voluntarily chose to receive peer tutoring in a campus-based tutoring center. The process of peer tutoring can be defined as one in which a person who is proficient in a subject matter comes to the aid of one who is less proficient (Gartner & Riessman, 1993; House & Wholt, 1990; Topping, 1996). Historically, the practice of tutorials was deemed a necessary and essential component of a student’s learning and education process (Zartisky, 1989).
However, this practice has received less emphasis in recent years. The decreased emphasis on tutoring has been likely caused by raising standards at the secondary school level. Therefore, it is believed that students are now better prepared than in the past for the rigors of college (Kellogg Commission Conference, 1998). In an ever-changing, fast-paced technological world, there is still a need for tutoring as a type of academic support service (Civikly-Powell, 1999; Theall, 1 1999).
The transition from the level of expectation in high school to that of college level work often requires that a student make use of available student services. The services provided for students allow them to adjust and perform to the best of their abilities (McGrath & Townsend, 1997). More often than not, it is the responsibility of the individual student to recognize his or her needs and seek help from the most appropriate resource(s). Universities are often perceived as non-intrusive institutions.
That is, courses, programs, services, and opportunities are made available, and responsibility for taking advantage of these resources lies with the student (Carter, Bishop, & Kravits, 2000). Recently, more emphasis has been placed on the student, his or her personal needs, and how these needs can be met by more student-oriented and user-friendly university services (Carter, Bishop, & Kravits, 2000; Smith, 2001; Taylor, 1982). One such service is that of tutorial learning. Gartner and Riessman (1993) found that tutoring addressed more than just the goal of attaining a correct response.
Students who participate in tutoring encounter a variety of strategies that can be utilized in learning. Additionally, the tutoring process reinforces learning. Most importantly, a link between cognitive learning and social development is formed. The connection formed is the bringing together of academic and social skill development which is salient to an individual’s level of achievement.
A college-educated person is thought to be a well-rounded individual who has developed intellectual and social skills. The development of such skills, which are begun early in life, are dependent upon a variety of factors, one being personality characteristics. 2 Personality preferences lead to different ways of communicating and learning (Barron, 1997; Peeke, Steward, & Ruddock, 1998; Schroeder, 1993).