Description You will complete a research paper on MANOVA/MANCOVA. You must do SPSS analyses on any ...
Description You will complete a research paper on MANOVA/MANCOVA. You must do SPSS analyses on any of the files that are in the Data Files folder (Files section), files in the SPSS software, or any file in your textbook (7th edition). Access to that file, and its availability must be written in the methods section. This is to remind you what should be in all research papers in this course. All research papers should be Factorial (2 or more IVs in both the review article and in the analyses). The first research paper is based on this module's presentations In actual sense, this is a bogus research paper that is more interested in STATISTICS and its REPRESENTATION than most of the other contents. Although the layout should be like any quantitative research paper, the main considerations will be given to the following things. There must be a quantitative critical literature review of a scholarly paper/article that has used the same analysis that is covered in that chapter. For example, in chapter 4, there must be a review of an article that used factorial ANOVA. That review should follow the 6 Ws, 1 H, 1 A and 1 R: who did what to whom, when, where, why, how, analysis and results—though not in that particular order as is discussed in the handout below on Writing Critical Review in the Literature review document folder in CANVAS Files section. Chapter related Statistical reports in the reviewed article must be indicated in your paper. (40% of score) You must do SPSS analyses on either the files that are in the Data Files folder (Files section), files in the SPSS software, or any file that can be publicly available. Access to that file, and its availability must be written in the methods section. (This part of paper earns 40%, while the rest of paper, neatness, APA, etc. earns 20%). You should NOT use the textbook's files. The presentation of statistics must be like what is presented in each chapter's "Presentation of Results". Effect size Eta symbol and any other symbols can be copied in Microsoft word Symbol Font. PLAGIARISM is a serious "Dishonesty" offence. This includes COPYING other students. This is just a reminder, because I do check plagiarism if I feel a loss of originality, by using Turnitin software. Tables in the paper should follow APA format; and should not be copy/pasted from SPSS outputs. The 1st plagiarism score is '0' for the assignment, while the next gives you an 'F' for the course 2 attachments Slide 1 of 2 attachment_1 attachment_1 attachment_2 attachment_2 UNFORMATTED ATTACHMENT PREVIEW Outline for the Role of Peer Tutoring and Mentoring in Enhancing Academic Success and Retention in Developmental Education": I. Chapter 1: Introduction A. Problem Statement 1. Growing interest in peer tutoring and mentoring as educational strategies 2. Need for further research on academic benefits in developmental education 3. Challenges faced by students with poor academic readiness 4. Research questions guiding the study - Effectiveness of peer tutoring and mentoring - Impact on student retention in developmental education - Critical elements associated with effective peer tutoring and mentoring B. Background and Significance 1. Importance of developmental education in community colleges and universities 2. Academic challenges faced by underprepared students 3. Role of peer tutoring and mentoring in addressing these challenges 4. Contribution to the existing literature on student success and engagement 5. Implications for educational institutions and funding strategies II. Chapter 2: Review of Related Literature A. Empirical Research Findings 1. Studies showing positive impacts of peer tutoring on academic performance 2. Case studies illustrating retention benefits from peer mentoring 3. Summaries of key studies - Sallah et al. (2023): Mathematics achievement improvements - Passion and Marcelo (2024): Performance enhancements in peer tutoring sessions - Flores and Estudillo (2018): Retention rates among minority students - Lorenzetti et al. (2020): Skills development through peer mentoring - Carvalho and Santos (2022): Impact of technology-based peer learning B. Synthesis of Findings 1. Correlation between peer tutoring/mentoring and academic retention 2. Importance of addressing emotional and social needs alongside academics 3. Contributions of peer learning to developmental education success III. Chapter 3: Methods A. Research Design 1. Description of quantitative research methods 2. Quasi-experimental approach 3. Data collection and analysis strategies B. Population and Sample 1. Target population: Students in developmental education 2. Sampling methods and participant demographics 3. Data anonymization procedures C. Instrumentation 1. Standardized tests for measuring academic performance 2. Retention rate measurement criteria 3. Validity and reliability assessments D. Procedures 1. Random division of participants into experimental and control groups 2. Details of peer tutoring and mentoring interventions 3. Statistical analysis methods IV. Chapter 4: Results and Discussion A. Interpretation of Results 1. Data analysis findings on academic success and retention 2. Comparative performance of experimental vs. control group 3. Retention rates and their significance B. Conclusions 1. Summary of key findings 2. Implications for developmental education programs C. Discussion and Recommendations 1. Importance of peer tutoring and mentoring for student success 2. Suggestions for implementation in higher education 3. Future research directions on peer support frameworks V. Chapter 5: Conclusion A. Summary of research goals and findings B. Final thoughts on the role of peer tutoring and mentoring in educational success C. Call to action for educational institutions to adopt peer support strategies VI. References • Include all studies and sources cited in the essay. 1 The Role of Peer Tutoring and Mentoring in Enhancing Academic Success and Retention in Developmental Education Student’s Name Institutional Affiliation Course Number/Name Instructor’s Name Due Date 2 Contents Chapter 1: Introduction........................................................................................................................... 3 Problem Statement ............................................................................................................................. 3 Background and Significance .............................................................................................................. 3 Review of Related Literature ............................................................................................................... 4 Operational Definition of Variables..................................................................................................... 6 Chapter 2: Methods ................................................................................................................................ 7 Research Design .................................................................................................................................. 7 Population and Sample ....................................................................................................................... 7 Instrumentation .................................................................................................................................. 8 Procedures .......................................................................................................................................... 8 Necessary and Required Analysis........................................................................................................ 9 Chapter 3: Results and Discussion ........................................................................................................ 10 Interpretation of Results ................................................................................................................... 10 Conclusions ....................................................................................................................................... 11 Discussion and Recommendations ................................................................................................... 11 References............................................................................................................................................. 13 Figure 1: Demographic Characteristics of the Sample ............................................................................ 9 Figure 2: Comparison of Pre and Post-Test Scores ................................................................................ 10 Figure 3: Retention Rates by Group ...................................................................................................... 11 3 The Role of Peer Tutoring and Mentoring in Enhancing Academic Success and Retention in Developmental Education Chapter 1: Introduction Problem Statement The study of peer tutoring and mentoring as an effective educational strategy has experienced growing interest for achieving better student achievement across different learning environments. The academic benefits of peer tutoring and mentoring on developmental education programs need further research attention. The programs dedicated to students with poor academic readiness often face difficulties enabling their participants to progress through classes and succeed in completing their degrees. This research study aims to address the current gap in understanding the strategic execution of peer support frameworks within developmental education, which promotes both academic achievement and student persistence. The following research questions will guide the study: a) What makes peer tutoring and mentoring effective as an educational tool in developmental education programs? b) How do peer support networks affect the retention of students enrolled in developmental education programs? c) What are the critical elements associated with practical peer tutoring and mentoring in developmental education? Background and Significance The educational support system in community colleges and universities, through developmental education programs, helps students address their insufficient preparation for higher education classes. The subpar test results and lack of important knowledge expose these students to various academic obstacles, including a lack of academic backing. 4 Specifically, since these academic challenges are being faced by vulnerable college student populations as well as minority populations, students experience increased dropping out. Peer tutoring and mentoring have become vital educational methods that provide personalized academic services and instill belongingness to the student body as they boost the school engagement rates. In peer tutoring formats, students help each other with course material while the peer mentors assist the mentees as they undertake academic assignments and deal with problems in college life. This approach shows up in research studies to have better academic results, stronger student confidence, and higher student retention numbers. Peer support networks do a lot to help development education programs as their students often feel frustrated and isolated. Finally, this study makes important contributions in providing original findings on peer tutoring and mentoring in support of developmental education students' teaching. This research explores the implementation of peer support networks, providing educators and administrators seeking to improve student outcomes on the most efficient use of educational spending with information about implementation methods. Developmental education is adopted in conjunction with peer tutoring and mentoring to improve academic achievement and reduce student dropout rates, benefiting both the educational institution and its learners in the future. Review of Related Literature According to existing empirical research, peer tutoring and mentoring nurture academic excellence and improve student persistence rates, particularly in programs at developmental education levels. Studies conducted over the last few years show that studentoriented support groups enhance educational outcomes and study retention in response to academic obstacles. The research by Sallah et al. (2023), for instance, analyzed how peer tutoring affects the mathematics academic achievement levels of pre-service teachers. The 5 research team measured academic performance growth at 15% through repeated measures of ANOVA, which produced a statistically significant F-value of 6.79 (p < 0.05). The results indicate peer tutoring proves an effective technique for bettering student comprehension of complex information, which supports the main educational goal of developmental education success. Similarly, Passion and Marcelo (2024) conducted research on mathematics peer tutoring and recorded that students who joined peer tutoring sessions improved their academic performance by 18%. Student participants who received peer mentoring achieved significant academic breakthroughs, according to the results obtained from a t-test analysis with a t-value of 2.96 and a p-value of 0.02. Through a comparison of these studies, it is evident that student learning outcomes improve through peer tutoring because it delivers specific peer-to-peer assistance particularly needed by developmental education students who need help with basic skills. Furthermore, student retention benefits from peer mentoring since this education approach incorporates emotional and social guidance alongside the academic development process. The impacts of specially designed mentorship services for minority students in STEM fields were the focus of Flores and Estudillo (2018). 63% of the participants reported that the mentoring programs influenced their decisions to remain in school, positively influencing their retention rates, These results are indicative that peer mentoring helps students achieve academic success through determination and perseverance to remain in school, which is especially important for developmentally educated students. In concurment with Flores and Estudillo (2018) study findings, graduate students who engaged in peer mentoring showed statistically significant improvement in skills development amounting to 40%, according to Lorenzetti et al.’s (2020) study, which provided proof with a p-value of 0.01. These scholarly results indicate that peer mentoring focused on skills acquisition and 6 academic resilience produces major beneficial outcomes for students, which makes it an essential tool in developmental education. In the synthesis of their findings, Carvalho and Santos (2022) established that technology-based peer learning programs resulted in a 20% growth in academic results, a finding that is consistent with previous results from Flores and Estudillo (2018) as well as Passion and Marcelo’s (2024) studies. Carvalho and Santos's (2022) study findings further indicated that academic success showed a moderate to strong connection with peer learning based on the positive correlation coefficient of r = 0.45 (p = 0.01). These findings suggest that students benefit the most from technology-enhanced peer mentoring and tutoring because these approaches improve accessibility and educational engagement. The research studies selected for this literature review demonstrate strong statistical proof about how peer tutoring and mentoring help students retain and enhance their academic results, which in turn bolsters potential educational achievements in developmental education programs. Operational Definition of Variables The study uses the following operational definitions for its research purposes: Peer Tutoring runs as a structured academic support framework that enables students to explain course material through a more adept student functioning as the tutor. Academic success measurements for peer tutoring depend on both student performance enhancements in academic subjects and student mastery of class materials. Peer Mentors help less experienced students, known as mentees, navigate their way through academic, social, and professional obstacles within a relationship-based support system. Peer mentoring success depends on the degree to which mentees stay involved while continuing their studies and achieving better educational outcomes. Students achieve their educational goals through Academic Success by earning grades and examination scores, as well as by completing their courses successfully. 7 The student enrollment pattern for educational programs extends across time; thus, retention is measured by the percentage of continuing students throughout semesters or yearly periods. The proposed definitions provide essential criteria for evaluating research and determining important concepts that appear in developmental education studies. Chapter 2: Methods Research Design The research employs quantitative methods to assess whether peer tutoring and mentoring programs boost academic achievements and minimize dropout rates among students in developmental education. The research design uses a quasi-experiment that analyses academic and enrollment results between students involved in peer support programs and those who did not participate. Academic skill assessment takes place through pre-testing, which provides information about academic progress, followed by post-testing. Data screening procedures verify that collected data remain both accurate and genuine. The main study benefits from initial pilot studies that test and enhance data collection instruments along with procedures to maintain reliability and validity. Population and Sample The study focuses on students taking developmental education classes at a public university. The research employs a stratified random sampling approach to recruit participants representing different student demographics, including age groups, gender categories, and academic areas of study. The designed study calculates the sample size with the aim to attain a power of 0.80, an alpha level of 0.05, and a medium effect size. Through this criterion, the study recruits 200 participants categorized as 100 experimental and 100 control participants. The research collects its data through publicly accessible institutional records and standardized tests, which undergo anonymization procedures to protect student 8 privacy. The files containing information are named using specific labels, such as 'Student_Performance_Data_2024.csv', to indicate the data origin. Instrumentation Students undergo two standardized tests for mathematics and reading comprehension to measure their academic performance during the academic term. The retention rate measurement tracks which students continue their enrollment into further semesters. The instruments maintain validity through their connection to curriculum standards as well as expert evaluation testing. Reliability is evaluated using Cronbach's alpha method with criteria of coefficients higher than 0.80 to determine acceptability. The research methodology requires both pre-tests and post-tests, as well as the retrieval of retention data from institutional records for the study. Procedures The study randomly divides study subjects into two cohorts: one receives peer tutoring combined with mentoring, and the other serves as the control group without receiving any intervention. The peer tutoring initiative connects students of different academic levels, enabling them to provide math and reading assistance to one another. The mentoring program helps participants develop both academic and personal abilities. Each initiative lasts 12 weeks while delivering program sessions twice each week. The null hypotheses take the following form: H01: There is no meaningful difference between the group that receives peer tutoring mentoring versus the group with no intervention. H02: The retention rates of the peer tutoring and mentoring group remain statistically similar to retention rates from the group without any intervention. Academic improvement assessment is conducted through paired t-tests, which analyze the results of pre-tests and post-tests. Research groups are evaluated through chi-square tests 9 to determine differences in student retention. The determined statistical significance level stands at p < 0.05. Necessary and Required Analysis Statistical descriptions, including mean values and standard deviations, are used to measure all variables. Tables 1 and 2 present demographic information about the sample, along with pre-post score differences. Figure 1 shows group retention rates. The research utilizes SPSS for data analysis. Characteristic Experimental Group Control Group (n=100) (n=100) Age (Mean ± SD) 20.5 ± 2.3 20.7 ± 2.1 Male 45 47 Female 55 53 Caucasian 40 42 Hispanic 35 33 African American 15 14 Other 10 11 Gender (%) Ethnicity (%) Figure 1: Demographic Characteristics of the Sample 10 Group Test Mean Score (SD) p-value Experimental Pre-test 55.2 (10.1) 0.001 Post-test 68.4 (9.5) Pre-test 54.8 (9.8) Post-test 58.9 (10.2) Control 0.05 Figure 2: Comparison of Pre and Post-Test Scores Chapter 3: Results and Discussion Interpretation of Results The research data from peer tutoring programs with mentoring is interpreted throughout this section. The implemented interventions were measured for their academic success and student retention effects by conducting both descriptive and inferential statistical analyses. Students who received peer tutoring with mentoring outperformed their counterparts who were part of the control group, along with maintaining higher retention rates. The research participants were evenly distributed in terms of age and gender and ethnic background throughout experimental and control groups according to the data shown in Table 1. Table 2 presents evaluation data that reveal how major progress was achieved by testtakers who underwent peer tutoring and mentoring compared to the control group. The experimental participants in the achievement tests scored a statistically meaningful increase (p = 0.001) from 55.2 to 68.4 in their post-test results. The participants in the control group achieved only a limited score rise from 54.8 points to 58.9 while attaining a significant 11 p-value at 0.05. This data demonstrates that students who received peer tutoring coupled with mentoring outperformed the control group. As indicated in Figure 1 below, student retention reached 92% within the experimental group and only 80% within the control group. Student persistence increased according to the retention data between groups, indicating that peer tutoring and mentoring positively affected retention for developmental education programs. Figure 3: Retention Rates by Group Conclusions The experimental findings from this study establish robust evidence that demonstrates how peer tutoring and mentoring programs support educational growth and the enrollment duration of students enrolled in developmental education programs. Students enrolled in peer support programs from the experimental group achieved greater academic improvement, along with better retention rates, compared to their counterparts in the control group. Based on the results, developmental education programs should incorporate peer tutoring and mentoring as essential components. Discussion and Recommendations 12 The successful outcomes among participants in the experimental group demonstrate that peer tutoring, combined with mentoring, proves effective in enhancing learning accomplishments in developmental education. The work that student programs do that results in academic success for students is to keep students in school and to provide emotional support alongside customized academic mentoring. Understanding the role of peer mentoring in terms of accommodating underrepresented populations to fight through academic challenges is explained in the literature (Flores & Estudillo, 2018). The research findings suggest that the universities should implement the structuring of peer tutoring and mentoring in their developmental education courses. Because of these strong achievements in academic goals and retention rates of the students in this study, peer tutoring and mentoring are shown to be vital to helping struggling undergraduate students. According to Carvalho and Santos (2022), technological tools for peer learning offer new economic advantages that enhance student access and support through the use of peer methods. The lasting academic and post-school achievements stemming from peer mentoring and tutoring interactions should be researched and accounted for. The elements to define the good peer tutoring and mentoring approaches must be researched and studied on how much the mentor is trained, what sessions are held, and concerning the use of technology in using peer support frameworks. When higher education institutions focus on these essential elements for developmental education student requirements, they will be able to develop optimal peer support programs. 13 References Carvalho, A. R., & Santos, C. (2022). Developing peer mentors’ collaborative and metacognitive skills with a technology-enhanced peer learning program. Computers and Education Open, 3, 100070. https://doi.org/10.1016/j.caeo.2021.100070 Flores, G., & Estudillo, A. G. (2018). Effects of a peer-to-peer mentoring program: Supporting first-year college students’ academic and social integration on campus. Journal of Human Services: Training, Research, and Practice, 3(2), 3. https://scholarworks.sfasu.edu/cgi/viewcontent.cgi?article=1050&context=jhstrp Lorenzetti, D. L., Nowell, L., Jacobsen, M., Lorenzetti, L., Clancy, T., Freeman, G., & Oddone Paolucci, E. (2020). The role of peer mentors in promoting knowledge and skills development in graduate education. Education Research International, 2020(1), 8822289. https://doi.org/10.1155/2020/8822289 Passion, O. V., & Marcelo, P. (2024). Benefits of peer tutoring in enhancing students’ academic performance in mathematics. International Journal of Advanced Multidisciplinary Studies. Retrieved from https://www.ijams-bbp.net/wpcontent/uploads/2024/06/5-IJAMS-MAY-2024-754-765.pdf Sallah, E. K., Owusu, A., Narh-Kert, M., & Yawson, J. (2023). Peer tutoring strategy: A quantitative analysis of pre-service teachers’ academic achievement in mathematics. International Journal of Science and Management Research, 2023(6903). http://doi.org/10.37502/IJSMR.2023.6903 Purchase answer to see full attachment User generated content is uploaded by users for the purposes of learning and should be used following Studypool's honor code & terms of service.
