The Relationship Between Final Grades and Tutoring Methods of At-risk College Freshmen

Without academic intervention, such as tutoring, at-risk students may not pass their courses. This study examined differences between the final grades of at-risk students and tutoring methods, such as self-determined tutoring, academic advisor scheduled tutoring, group tutoring, one-to-one tutoring, peer tutoring, and professional tutoring. This study drew from cognitive learning theory and humanistic theory for its conceptual framework. A quantitative, ex post facto research design was used. Archived data supplied by the Registrar\u27s Office and the Academic Enrichment Coordinator included records of 95 male and female students conditionally enrolled at Methodist University in the Academic Enrichment Program during the 2007 to 2009 academic years. The results of an independent samples t test determined there was a significant difference between final grades of students who had self-determined tutoring compared to those who had academic advisor determined tutoring. Results of a one-way analysis of variance determined there were significant differences in final grades of students who received group tutoring compared to one-to-one tutoring and peer tutoring compared to professional tutoring. The preliminary results raised questions of the importance of tutor status in a group or one-to-one setting. A post hoc analysis using a paired-samples t test revealed a statistically significant difference in final grades of students in group settings but not in one-to-one settings. The results of this study offer the potential for positive social change to those in higher education by advancing the understanding of how to support and provide intervention programs, such as tutoring for at-risk students, in order to reduce their risk of academic failure during college

MODEL ASESMEN LITERASI SAINS SISWA BERBASIS IPA TERPADU DENGAN PEMODELAN RASCH UNTUK PENINGKATAN KOMPETENSI LULUSAN SMA PROGRAM MATEMATIKA DAN ILMU ALAM (MIPA)

Literasi sains adalah tujuan utama dari pembelajaran sains di semua jenjang. Hingga saat ini belum ada ujian yang cukup komprehensif untuk memastikan capaian kemampauan literasi sains siswa SMA program MIPA. Tes tersebut diharapkan berbasis IPA terpadu dan menggunakan level capaian literasi sains dengan standar Internasional seperti halnya PISA /TIMSS serta teknik pensekoran menggunakan teori tes modern ( Model Rasch ). Pada penelitian tahun pertama dapat dirumuskan tujuan penelitian sebagai berikut: (1) Membangun konstruksi tes literasi sains yang berbasis IPA terpadu untuk siswa SMA program MIPA, (2) Menguji validitas aspek isi tes literasi sains yang berbasis IPA terpadu untuk siswa SMA program MIPA, (3) Menguji kualitas dari aspek psikometri butir-butir tes literasi sains yang berbasis IPA terpadu untuk siswa SMA program MIPA, (4) Menguji validitas konstrak tes literasi sains yang berbasis IPA terpadu untuk siswa SMA program MIPA. Bentuk penelitian ini adalah Penelitian dan Pengembangan (Research and Development) yaitu suatu bentuk penelitian yang digunakan untuk menghasilkan produk tertentu, dan menguji keefektifan produk tersebut. Objek penelitian ini adalah instrument penilaian literasi sains siswa SMA program MIPA berbasis IPA terpadu yang disusun , direvisi, dan divalidasi dengan pemodelan Rasch. Pada rancangan penelitian pengembangan instrumen menggunakan model prosedural ADDIE (Analysis, Design, Development, Implementation, Evaluation). Uji Coba instrumen melibatkan 112 siswa SMA program MIPA dari SMA 2 dan SMA 3 Kota Tegal. Konstruksi tes terdiri dari 17 kasus IPA terpadu yang disajikan dalam bentuk testlet masing- masing tiga butir pertanyaan mengacu pada kompetensi literasi sains sesuai sesuai standar PISA 2015. Butir-butir tes telah memenuhi validitas dari aspek isi dan aspek psikometrik . Validasi konstrak dengan pemodelan Rasch memberikan hasil sebagai berikut: (1) Tingkat kesukaran butir berada pada range -3 hingga 3 , artinya butir-butir tes tersebut cocok untuk semua kemampuan peserta tes, (2) Pada taraf kepercayaan 95 %, ada 16 butir yang cocok dengan pemodelan , (3) Pada taraf kepercayaan 95 %, sebanyak 97,32 % respons siswa cocok dengan pemodelan, (4) Pada taraf 99 % , ada 4 butir yang mengandung DIF. Berdasarkan pertimbangan semua aspek validitas , 14 butir tes layak digunakan sebagai butir tes yang mengukur kemampuan literasi sains siswa Sekolah Menengah Atas program MIPA berbasis IPA terpadu dengan mengacu pada capaian literasi sains sesuai standar PISA 2015

Personalized Adaptive Teacher Education to Increase Self-Efficacy: Toward a Framework for Teacher Education

This study investigated personalized adaptive learning, teacher education, and self-efficacy to determine if personalized adaptive teacher education can increase self-efficacy. It is suggested that teachers with higher self-efficacy tend to stay in the teaching profession longer. Chapters 2 and 3 are literature reviews on personalizing adaptive learning to determine what common components are used in personalized adaptive learning systems to get a clear understanding of what previous literature suggests building this study on it. Chapter 4 investigates the data collected from 385 teachers to understand better what teachers report on factors that increase their self-efficacy. As a result, it was found that teachers' self-efficacy increases with more training, support, and resources. In chapter 5, a framework was developed based on previous findings, with components of personalized adaptive learning to provide support/help at the right time for teachers to increase their self-efficacy. An empirical study was conducted to validate this framework, where the framework was used as a guide to personalize and adapt summer teacher preservice training and survey teachers on their self-efficacy before and after the training to see its impact on teachers' self-efficacy. However, since summer preservice training was virtual, the framework could not be implemented fully, as we were not able to observe teachers' behaviors and monitor their learning to provide them help and support, as needed and being in the post-COVID-19 year as educators dealing with about two-year learning loss systemwide, seems decreased teachers' self-efficacy. The findings of this study can guide preservice teacher education institutions and decision-makers of teacher education to assess inservice teachers' needs and self-efficacy to help and support them with a more personalized adaptive education to improve their self-efficacy