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" A Quantitative Causal Comparative Study on Student Veterans with Peer-to-Peer Tutoring and Student Veterans without Peer-to-Peer Tutoring "
Field, Linda E.
Ford, Carey
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Latin Dissertation
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| Language of Document
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English
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| Record Number
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1105585
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| Doc. No
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TLpq2315243347
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| Main Entry
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Field, Linda E.
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Ford, Carey
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| Title & Author
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A Quantitative Causal Comparative Study on Student Veterans with Peer-to-Peer Tutoring and Student Veterans without Peer-to-Peer Tutoring\ Field, Linda E.Ford, Carey
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| College
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Trident University International
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| Date
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2019
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| student score
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2019
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| Degree
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Ph.D.
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| Page No
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125
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| Abstract
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When U.S. Armed Forces personnel return from Afghanistan and Iraq, many enroll in college with funding from the Post-9/11 GI Bill or the Forever 9/11 GI Bill. Veteran college students (VCSs) are usually older than traditional college students (TCSs) and have minimal experience navigating the college system. There was a gap in research exploring peer-to-peer tutoring between VCSs and TCSs. Findings revealed that peer-to-peer tutoring did significantly improve learning strategies, academic satisfaction, or motivation. Other factors may have influenced the results that did support peer-to-peer tutoring (e.g., the university in the study already had a robust veteran program to accommodate VCSs. The researcher collected quantitative data via the Motivated Strategies for Learning questionnaire and Academic Satisfaction survey. A demographic survey collected covariate variables (i.e., gender, marriage status, type of college, degree level, age, military service years, GPA) from 128 university students in Virginia. Tutored VCSs worked with TCSs for a minimum of one hour per week and maintained journal entries for 16-weeks. Participants entered a drawing for one usd200 gift card. The researcher compared 64 VCSs who received tutoring from a TCS to 64 VCSs who did not. Findings of multivariate analyses revealed no significant difference in academic satisfaction after controlling for covariate variables (F(1,118) = .69, p = .41). Results of ANCOVA for motivation showed no significant difference after controlling for covariate variables (F(1,118) = .003, p = .96). Results of ANCOVA for learning strategies showed no significant difference after controlling for covariate variables (F(1,118) = .63, p = .43). This study may have broken barriers between VCSs and TCSs through tutoring; they found commonality and connected with each other. The study concluded there was no statistically significant difference between VCSs with peer-to-peer tutoring and those with peer-to-peer tutoring due to robust veteran programs already available at the university.
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| Subject
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Educational leadership
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Higher education
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Military studies
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