The Effect of Math Tutoring on College Students' Academic Achievement: A Propensity Score Matching Approach

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Abstract

While a growing number of higher education institutions are investing in learning centers that provide students with tutoring services, evidence on the effectiveness of such services is sparse. More specifically, there is little known about the effects of math tutoring on college students’ course grades. This study examined the effect of participation in a learning center math tutoring program on students’ math grades and overall GPA at a large public research university. Using propensity score matching to control for student-level differences, we compared students who voluntarily participated in tutoring to students who did not participate in tutoring. Results thus far show that students who participated in tutoring, on average, earned a higher first-semester GPA than those who did not participate.

Authors

• Man Chen, University of Texas at Austin

• Johny Daniel, Boston University

• Laura Costello, University of Texas - Austin

• Pamela J. Way, The University of Texas