Research Project
Why don’t more students take advantage of
free tutoring services?
Our research focuses on identifying possible factors that
might affect the low attendance rate of students at De Anza’s
free tutorial centers.
Allen Kim
Sarah Kim
Dang Le
Victor Hong
Literature Review
Lack of tutor’s experience with teaching (Vogel, Fresko &
Wertheim, 2007).
Students’ personal views regarding the overall effectiveness of
the tutorial services that are offered. (Walker & Dancy, 2007).
Lastly, other social factors, such as language barriers, may affect
student’s usage of free tutorial services (Hendriksen et al., 2005).
Hypotheses
Students who perceive that tutoring services enhance their quality
of learning will attend tutoring centers at a higher rate than those who
do not.
First Generation students will less likely use tutoring services.
Students are more likely to attend the tutorial centers (at least
once) when they are encouraged to by their professor(s).

Methodology
Sent out 1,140 e-mail surveys to students enrolled at De Anza in 2nd week
of November, 2008; 640 Math 212 (Elementary Algebra); 500 Math 114
(Intermediate Algebra).
Not included were: invalid emails; dropped or withdrew students.
Of the 1,140 surveys sent, 37 responded back.
Each team member engaged in an in-depth interview with De Anza
college students, as well as tutorial staff.
The interviews were transcribed and coded for important findings.
Interview Summaries
Schedule conflict served as an indicator for why students struggle to go
to tutoring.
The Tutorial Center is focusing on serving more underserved students.
Previous usage with tutoring services influence continued attendance at
Tutorial Center.
Being made aware of the Tutorial Center through their professors affect
student’s attending tutoring.
Survey Findings
“Going to tutoring is worth
my time”
Have you used any free
tutoring services at De
Anza College?
1 = NEVER 5 = ALWAYS
1) 5%
2) 3%
3) 16%
YES
54%
5) 60%
NO
4) 16%
n = 37
n = 37
46%
Survey Findings
What affects going to tutoring?
Survey Findings
“Did you, or would you go get free
tutoring at the tutorial center as a result
of hearing about it from your professor?”
“How did you find out about the
Tutorial Center?”
18%
30%
UNSURE
6%
25%
YES
NO
5%
6%
65%
Counselor/Advisor
Instructor
Tutor
Self
Other
45%
n=37
So urce: S-43 M ath Tuto rial Center Fall 2007 Survey
Results.
Limitations
There was a disproportionate number of respondents in the ratio of
females (68%) to males (32%).
The sample size was relatively small, only 3% responded back.
The survey was conducted through email, and data was consolidated
after four days.
The surveys distributed to the De Anza students only represented the
Fall semester math students.
Their was an inadequate number of respondents in our intended target
population (Elementary Algebra), therefore we expanded our sample
size with another math course (Intermediate Algebra).
Conclusion & Recommendation
It appears that our sampled students do find that tutoring is worth their time,
but that does not determine their attendance.
From our sample, those who have used tutoring in their high school are more
likely to seek tutoring in college.
We recommend looking into enlisting students into tutoring when they are
Freshman.
Students are more likely to attend the Tutorial Center if they hear it from their
professors.
We recommend that De Anza College focus on encouraging professors to bring
awareness of the Tutorial Center into the classroom.