Promoting Student Success in Historically Black Colleges & Universities
Abstract
Previous studies have indicated that by offering academic support programs and services, such as tutoring, higher education institutions can have positive effects on students' learning and retention. This research sought to illustrate the quality of higher learning offered at Historically Black Colleges and Universities (HBCUs) and contribute to the larger literature on student success. It employed a quantitative case study design and collected data from a large public HBCU in the state of Tennessee for Fall 2016. The case study examined whether students' participation in tutoring programs was related to improved course GPA. Overall, tutoring was found to be significantly and positively related to improved student performance.
Keywords: Historically Black Colleges and Universities, academic support, tutoring, student success
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