An investigation of first-year engineering students´ attitude toward peer-tutoring

A review of the literature indicates that peer tutoring has a positive effect on student achievement and retention. During three semesters, 158 students enrolled in a first-year introductory engineering course were recruited to participate in a mathematics remediation study using peer-tutoring. All of the students completed an online assessment of their mathematics skills and were encouraged to use the peer tutoring services available if their math scores were inadequate. However, none of the students did so. The research team sought to answer the question: Why were students, particularly those identified with deficient mathematics skills, not participating in a peer-tutoring remediation plan? An item of concern was the students´ attitude toward peer tutoring and whether it was a deterrent to student participation-this was the main focus of this study. A qualitative approach was used to investigate the engineering students´ attitudes toward tutoring. This was done through personal interviews with students each semester. Twenty-two students were randomly selected and interviewed. Results indicated a very positive attitude toward tutoring. These findings suggest that although a student is identified as high-risk for academic failure, and has a positive attitude toward tutoring, he/she will not seek help voluntarily-motivation is the key factor.