The Effects of Tutoring on Academic Performance Anxiety

   The Effects of Tutoring on Academic Performance Anxiety

    Sam Houston State University

William Gunn

EDAD 5379

 May 2, 2013

   <p align="center" class="MsoNormal" style="text-align:center"> <p class="MsoNormal" style="margin-bottom:10.0pt;line-height:115%"> <p align="center" class="MsoNormal" style="text-align:center">Introduction

<p align="center" class="MsoNormal" style="text-align:center"> <p class="MsoNormal" style="margin-bottom:10.0pt;text-indent:.5in;line-height: 200%">Tutoring has been a part of the educational system since the inception of formal education. Over the centuries, tutoring has evolved in different ways. Each change manifestation in tutoring was a response to the changing needs of students. Recently, a more encompassing title has been used to describe the changes in the idea of tutoring: peer education (Damon, 1984). Peer educators may prove a better descriptor for the work done by students as tutoring has evolved to new levels, now including areas like supplemental instruction (Damon, 1984).

<p class="MsoNormal" style="margin-bottom:10.0pt;text-indent:.5in;line-height: 200%">Supplemental instruction melds the academic course content with large group activity; thus alleviating anxiety of the confrontational questioning of individual tutoring (Bronstein, 2008). Researchers have conducted studies over the years on a variety of topics ranging from the delivery method of tutoring, to ways to improve comprehension of material, to effective methods of training tutors (Adams & Hayes, 2011; De Smet, Van Keer, De Wever, & Valcke, 2010; Wawrzynski, LoConte, & Straker, 2011). However, these studies do not look at the cumulative effects of tutoring on a student’s overall experience pursuing a college education. This proposed study would be classified as a cohort survey type of longitudinal study, using a panel survey approach, using pretests and posttests throughout the semester, and possibly gathering multiple survey results from the same individual within the data set (Gay, Mills, & Ariasian, 2012<span style="font-size:8.0pt;line-height:200%; font-family:"Calibri","sans-serif";mso-fareast-font-family:Calibri">  ).

<p align="center" class="MsoNormal" style="margin-bottom:10.0pt;text-align:center; line-height:200%">Statement of the Problem

<p class="MsoNormal" style="margin-bottom:10.0pt;text-indent:.5in;line-height: 200%">College is a time of growth. Students are learning new material and developing a deeper understanding of information that they have previously been exposed to in high school. This development of critical thinking skills is something that future employers are looking for when they hire a college graduate. The transition to college can be rough though for students. The new found independence can lead students into trouble. Some students find difficulty staying the course of their college education because of academic difficulties. The process of asking oneself, Can I be successful in this?, may cause anxiety in students. In a recent study by the American College Health Association (2012), researchers reported that 50.7% of responding college students felt overwhelming anxiety. The researchers went on to report that 20.2% of respondents indicated that within the last year, anxiety was attributed to the cause of receiving a lower grade, or dropping a course (American College Health Association, 2012). Looking for ways to assist students with their issues is important given that many will not make use of services like counseling due to the stigma that surrounds the mental health field (National Alliance on Mental Illness, 2012). In my experience, when one is anxious about something, it can affect many areas of one’s life. One could take a clinical approach to find the exact cause of anxiety and attempt to treat that specific problem, but I am interested in taking a more holistic approach and seeing how the treatment affects different areas of a person’s feeling of anxiety<span style="font-size:8.0pt;line-height:200%; font-family:"Calibri","sans-serif";mso-fareast-font-family:Calibri"> .

<p align="center" class="MsoNormal" style="margin-bottom:10.0pt;text-align:center; line-height:200%">Purpose Statement

<p class="MsoNormal" style="margin-bottom:10.0pt;text-indent:.5in;line-height: 200%">This study will attempt to examine the comprehensive effect of tutoring on a student’s performance. Unlike most previous research, which has limited the scope to only the one content area that is being tutored, this study will examine the broad picture of how focused tutoring in one subject can impact the anxiety and performance in other areas. Academic performance anxiety was defined by the researcher as the level of stress, apprehension, nervousness, or feeling of concerned that is generated thinking of a course (cite<span style="font-size:8.0pt;line-height:200%; font-family:"Calibri","sans-serif";mso-fareast-font-family:Calibri">  ). The students’ anxiety might relate to their current level of motivation, feelings of adequacy, or comprehension of the material. In addition, students may experience anxiety over their performance on a test, quiz, or written assignment. Finally, academic performance anxiety also relates to the final course grade.

<p class="MsoNormal" style="margin-bottom:10.0pt;line-height:200%">Research Questions<span style="font-size:8.0pt;line-height:200%; font-family:"Calibri","sans-serif";mso-fareast-font-family:Calibri">

<p class="MsoNormal" style="margin-bottom:10.0pt;text-indent:.5in;line-height: 200%">The following research questions will be addressed in this study:

<p class="MsoNormal" style="margin-top:0in;margin-right:0in;margin-bottom:10.0pt; margin-left:58.5pt;text-indent:-22.5pt;line-height:200%;mso-list:l0level1lfo2">1. Do students report any differences in their level of anxiety after completing tutoring?

<p class="MsoNormal" style="margin-top:0in;margin-right:0in;margin-bottom:10.0pt; margin-left:58.5pt;text-indent:-22.5pt;line-height:200%;mso-list:l0level1lfo2">2. Do students who use tutoring score higher in a course that they did not receive any tutoring in when compared to students who completed no tutoring or supplemental instruction at all?

<p class="MsoNormal" style="margin-bottom:10.0pt;line-height:200%">Hypothesis

<p class="MsoNormal" style="margin-bottom:10.0pt;text-indent:.5in;line-height: 200%">As more research studies become available, great improvements have been developed in peer education. The improvements to the training of peer educators allow for a more meaningful experience with tutoring and supplemental instruction. As stress and general anxiety levels rise, some students begin to feel general anxiety and doubt their ability to perform well in college as a whole. This spill-over effect is observable when a student starts making statements about failing completely and not being able to find a career. It is hypothesized that a student’s anxiety in one area leads to a spillover effect which will be visible by anxiety levels for all courses will be scored lower after a student completes tutoring in just one subject area <span style="font-size:8.0pt;line-height:200%;font-family:"Calibri","sans-serif"; mso-fareast-font-family:Calibri"> .

<p align="center" class="MsoNormal" style="margin-bottom:10.0pt;text-align:center; line-height:200%">Significance of Study

<p class="MsoNormal" style="text-indent:.5in;line-height:200%">While this study is not focused to seek any new revolutionary discoveries, the study will continue to add to the base of knowledge on the effects of tutoring. Strengthen the base of knowledge is important in this current political and economic climate, as many states are discussing the graduation and retention rates at colleges and universities that receive state funding (Hamilton, 2012<span style="font-size: 8.0pt;line-height:200%;font-family:"Calibri","sans-serif";mso-fareast-font-family: Calibri">  ). Therefore, the implications of this study in the area of tutoring as an academic support system, can be far reaching.

<p class="MsoNormal" style="text-indent:.5in;line-height:200%">Given the cost associated with one-on-one tutoring and the current concern with the rising costs for a college degree, many institutions have been forced to focus on learning labs or clinics to try to meet students’ needs at a lower cost per student, or simply eliminate these types of academic support systems all together (Cooper, 2010). With the possible shift away from cost-share tutorial and gravitation towards drop-in tutoring through these clinics, it is imperative that researchers work to develop accurate data to help guide the discussions and decisions of college administrators on the advantages and disadvantages of this new trend. Without this information, it may be difficult for budget officers to understand the needs of tutoring programs and how accurately they can meet students’ needs with new approaches. Without understanding the various benefits that tutoring provides it is not possible to know what the cost of a decision to reduce or eliminate tutoring would include. The same is true with the reverse; what is included in the return on investment in maintaining or increasing a tutoring program?

<p class="MsoNormal" style="margin-bottom:10.0pt;line-height:200%">Key Terms 

<p class="MsoNormal" style="margin-top:0in;margin-right:0in;margin-bottom:10.0pt; margin-left:.5in;line-height:200%">Barrier Courses- courses that have a high withdraw rate, high D/F rate, or a reputation for causing students to consider or complete a change of major.

<p class="MsoNormal" style="margin-top:0in;margin-right:0in;margin-bottom:10.0pt; margin-left:.5in;line-height:200%">Peer Educator- has completed several hours of training from the university’s tutoring office, has received a grade of “B” or better in the course, and is now being paid to provide academic assistance to fellow students.

<p class="MsoNormal" style="margin-top:0in;margin-right:0in;margin-bottom:10.0pt; margin-left:.5in;line-height:200%">Tutoring- defined within this study as a one-on-one experience between a trained peer educator serving as a tutor and a student enrolled in the course.

<p class="MsoNormal" style="margin-top:0in;margin-right:0in;margin-bottom:10.0pt; margin-left:.5in;line-height:200%">Supplemental Instruction- is a cousin concept to tutoring. A peer educator serving as a supplemental instruction leader sits in the lectures of a course that he has already completed in an effort to keep abreast of the pace and content that a faculty is teaching in his course. The supplemental instruction leader then offers free sessions open to all students to come and learn new approaches to learning the material, supplemental worksheets to reinforce the material, and answer questions that students enrolled in the course have about the material.

<p align="center" class="MsoNormal" style="margin-bottom:10.0pt;text-align:center; line-height:200%">Literature Review

<p class="MsoNormal" style="text-indent:.5in;line-height:200%">Tutoring has a significant impact on the chances of success in college coursework. In Bronstein’s (2008) research in supplemental instruction, students indicated that some required courses have developed a reputation that causes students anxiety before they are exposed to any of the course material or attend a class. The varying degrees of anxiety can cause different physiological symptoms to manifest (WebMD, 2011<span style="font-size: 8.0pt;line-height:200%;font-family:"Calibri","sans-serif";mso-fareast-font-family: Calibri">  ). In some cases, a student may change majors because the anxiety of taking certain types of courses can be insurmountable. These changes in majors can lead to delays in graduation, or cause a student to transfer to another institution (Bronstein, 2008).

<p class="MsoNormal" style="margin-bottom:10.0pt;line-height:200%">Student Persistence

<p class="MsoNormal" style="text-indent:.5in;line-height:200%">In a study on undeclared students, Reinheimer and McKenzie (2011) reported that a student’s participation in tutoring was more effective than SAT scores or high school class rank at forecasting the likelihood of student retention. While no statistically significant difference was found in the final GPAs<span style="font-size: 8.0pt;line-height:200%;font-family:"Calibri","sans-serif";mso-fareast-font-family: Calibri"> , Reinheimer and McKenzie (2011) were able to use the data to show that the statistically significantly lower SAT scores of the sample using tutoring does suggest that there was an impact on student GPAs as the students who used tutoring were at a greater risk of failure. An interesting by-product of tutoring noted by Reinheimer and McKenzie (2011) is that tutoring may slow a student’s declaration of a major. Perhaps this delay is caused by tutoring teaching students to take a more thorough look at options and think through the decision making process in a more deliberative manner<span style="font-size:8.0pt;line-height:200%; font-family:"Calibri","sans-serif";mso-fareast-font-family:Calibri">  ?

<p class="MsoNormal" style="margin-bottom:10.0pt;line-height:200%">Tutoring for Barrier Courses

<p class="MsoNormal" style="text-indent:.5in;line-height:200%">A course that has a reputation as a barrier course creates anxiety in students that feeds into the continuation of the fear or anxiety. Bronstein (2008) conducted research on the effects of supplemental instruction in a physical chemistry course that was labeled as a barrier course at the university used as the site of her research. When comparing the final grades of students enrolled in physical chemistry prior to supplemental instruction being offered to the final grades of students in physical chemistry since the introduction of supplemental instruction, Bronstein (2008) was able to show statistically significant improvement in the course grades for students in supplemental instruction.

<p class="MsoNormal" style="text-indent:.5in;line-height:200%">As barrier courses exist throughout the undergraduate career, universities need to continue expanding their support networks beyond the first two or three semesters. Successfully navigating through the requirements of a degree plan can be challenging for even the best of students. Studies have also been conducted in which the researchers have suggested that combining tutoring with innovative classroom approaches may also strengthen the impact and success rates for tutored students who are considered at-risk (Fuchs et al., 2008).

<p class="MsoNormal" style="margin-bottom:10.0pt;line-height:200%">Effectiveness of the Delivery of Peer Education

<p class="MsoNormal" style="text-indent:.5in;line-height:200%">Young (2011) proposed three questions that she wanted to research. First, is there any statistically significant difference in the likelihood for a student to seek tutoring from a classmate than going to a campus tutoring center for a random tutor? Second, based on perception, do students feel that having a classmate provide the tutoring is an effective and successful method of receiving tutor assistance? Finally, what rationale was provided for a student’s decision not to engage in peer tutoring with a fellow classmate?

<p class="MsoNormal" style="text-indent:.5in;line-height:200%">The majority of subjects surveyed by Young (2011) expressed positive feelings with their decision to use tutoring. Some respondents reported a negative feeling about attending; however, that percentage was small representing only 9%. When reviewing responses from the tutors, one negative aspect listed was the preference of faculty on the way they wished concepts to be taught to students (Young, 2011). In order to minimize this finding, meetings need to occur between tutors and faculty or students may learn the concepts differently from the method faculty envision for their students (Young, 2011).

<p class="MsoNormal" style="text-indent:.5in;line-height:200%">Usage rates of onsite peer tutoring, 19.8%, are higher than the central tutoring center’s rate of 15% for the subject area, leading researchers to believe one is more likely to seek tutoring if offered by a peer locally. In response to Young’s (2011) effectiveness question, students reported that peer tutoring was more effective than the textbook or going to the instructor of the course. A secondary finding with regard to peer tutoring’s effectiveness was the reaffirmation that students seeking careers in education experienced by serving as a tutor. A review of responses from students who did not attend tutoring reported the common themes within their answers, including not needing support, not knowing about the program, and conflicting schedules between availability of student schedules and the times tutoring was offered (Young, 2011).

<p class="MsoNormal" style="margin-bottom:10.0pt;line-height:200%">Using TutorTrac in Research

<p class="MsoNormal" style="text-indent:.5in;line-height:200%">It has been suggested by one researcher that the cumulative effect of multiple visits for tutoring increases the rate of retention on students as well (Cooper, 2010). When looking at fall-to-fall retention rates and academic standing, students who participated in a high number of tutoring sessions were retained and were more likely to be in academic good standing than the students who received little or no tutoring (Cooper, 2010). This author also reported that a delayed correlation existed between cumulative GPAs and students’ participation in tutoring which may be related to tutoring, however, he could not currently prove that linkage.

<p class="MsoNormal" style="text-indent:.5in;line-height:200%">In Cooper’s research (2010) in order to gain access to the tutoring center, students were required to swipe their student identification card. The magnetic strip in the card ensured that the correct student identity was captured by the system. A staff member, identified as a receptionist, was always present to ensure student compliance with the sign-in requirement. The presence of the receptionist aids in correctly identifying which category of usage each student was placed. The system that students were signing-in through is an online system known as TutorTrac. TutorTrac, a product developed by Red Rock Software Corporation, allows the tutoring center to accurately keep track of what subject the student was receiving tutoring, and when the student logs out as the leave the center, the amount of time that a student received tutoring.

<p class="MsoNormal" style="text-indent:.5in;line-height:200%">At the conclusion of the academic year, researchers were able to export the tutoring center’s usage data in TutorTrac. The university’s student information system contained the remaining data required by researchers. High school GPA, the math sub score on the SAT, as well as students’ status as a first generation college student, final course grades, and cumulative grade point averages were all exported from the university’s student information system and imported with the TutorTrac data into SPSS for analysis. Once the data was loaded into SPSS, researchers were able to engage in post hoc grouping<span style="font-size:8.0pt;line-height:200%; font-family:"Calibri","sans-serif";mso-fareast-font-family:Calibri"> .

<p align="center" class="MsoNormal" style="margin-bottom:10.0pt;text-align:center; line-height:200%">Methodology

<p class="MsoNormal" style="margin-bottom:10.0pt;line-height:200%">Rationale for the Study

<p class="MsoNormal" style="margin-bottom:10.0pt;text-indent:.5in;line-height: 200%">This study will look at how treatment of one area, in this case tutoring, for a course of concern for students may impact the feeling of anxiety towards other courses. Research will be conducted over the length of one traditional long semester. Each time a research subject engages in tutoring, they will complete a pretest and a posttest that will allow researchers the ability to see what changes occur in the level of anxiety that the subject is experiencing.

<p class="MsoNormal" style="margin-bottom:10.0pt;line-height:200%">Site and Sample Selection

<p class="MsoNormal" style="text-indent:.5in;line-height:200%">Participants for this study are currently enrolled freshman at a large comprehensive university in the southwestern region of the United States. This southwestern research university has a freshman class enrollment of 2,618 students for the fall 2012 semester, and is comprised of 51.9% female student body. Students self-reported the following ethnicities/races: 32.4% White, 31% Hispanic, 16.5% Asian, 12% Black, 0.3% Native American, 0.1% Pacific Islander, 3.7% international or unknown, and 4.1% reporting multiracial. When looking at the high school class rankings, 64% of the freshman class was in the top quartile of their high school graduating class, with 22.2% of them actually in the top 10% of their class. Also worthy to note, 84.3% of the freshman have a declared intended majors when entering the university<span style="font-size:8.0pt;line-height:200%; font-family:"Calibri","sans-serif";mso-fareast-font-family:Calibri"> .

<p class="MsoNormal" style="text-indent:.5in;line-height:200%">Several times throughout new student orientation, the campus academic readiness seminars, and through marketing efforts, the 3,000 new freshmen each year are told of the existence and benefits of the university’s tutoring programs. The students will self-select for tutoring sessions. All students who seek tutoring will be made aware of the study and invited to participate in the study.

<p class="MsoNormal" style="text-indent:.5in;line-height:200%">The tutoring office will need training on the information required to inform students about the study and the answers to the most frequently asked questions about the study. In addition, copies of the consent forms and of the paper-based survey will need to be provided to the tutoring office to allow for administration to the participants. There will be approximately 750 freshmen students using tutoring with an estimated number of participants of 575 students. The procedural technique for this study would best be described as convenience sampling. If however, the study population does not match the overall demographics of the university, then the resulting data will be stratified so that a comparable sample may be ascertained for research<span style="font-size:8.0pt;line-height:200%; font-family:"Calibri","sans-serif";mso-fareast-font-family:Calibri"> .

<p class="MsoNormal" style="margin-bottom:10.0pt;line-height:200%">Procedures

<p class="MsoNormal" style="text-indent:.5in;line-height:200%">Given that this study will be working with human subjects, it is required that a research proposal is submitted for approval by the local Institutional Review Board for the protection of Human Subjects. While there is little risk involved to subjects involved in the study, it is important to note that subjects are giving consent to researchers to access their personal academic records. No personally identifiable information will be released publicly, but there is always some risk for a security breach of confidential material.

<p class="MsoNormal" style="text-indent:.5in;line-height:200%">In an effort to mitigate these risks, data will be stored electronically on secure servers that are housed in the same facility that other security sensitive servers are housed. This facility has limited access, round the clock police presence, security fences, and magnetic card swipe access throughout the interior and exterior doors and corridors. Server data are backed up daily on electronic tapes. After two weeks, the tapes are taken to a secured government data storage facility for 6 months until they are destroyed using methods approved by the standards of the United States’ Department of Defense.

<p class="MsoNormal" style="text-indent:.5in;line-height:200%">All paper records will be maintained in a locked filing cabinet, in a locked storage closet, within a limited access office suite. The usage of paper records will be limited to signed inform consent forms, required copies of IRB documents, and research notes to improve accuracy of procedural reporting at the conclusion of the study. Both paper and electronic records will be maintained through the statutory requirements of three years after the conclusion of the study. By including all these measures, it should ease any concerns of the IRB members, university administrators, and research subjects on any risks associated with participation in this study.

<p class="MsoNormal" style="text-indent:.5in;line-height:200%">This study includes four steps of involvement by the research subjects. The first step is educating the subject about the study. This includes going over any possible risks, potential benefits, what information researchers will be collecting, what actions will be required of the subjects involved, answer any questions that the subject may have about the study, and inform the subjects of their on-going right to ask questions and withdraw from the study at any time. The second step is to complete the pretest, which is done seamlessly when the student schedules online a tutoring session. The third step, where treatment occurs, is the actual tutoring session conducted at the previously arranged time and location. Lastly, the fourth step of involvement for the participant is to complete the posttest survey. It is possible that the student will engage in tutoring on multiple occasions, causing the subject to repeat the second, third, and fourth steps multiple times.

<p class="MsoNormal" style="text-indent:.5in;line-height:200%">The education step will be conducted by the staff of the university’s tutoring office. Prior to the start of the study, a training session will be conducted with the staff of the tutoring office to explain the purpose of the study, the method to describe the potential risks, and a list of the predicted most commonly asked questions and their corresponding answers so that they may be knowledgeable about the study. The tutoring staff will, after explaining the study procedures to each potential research subject will present them with two copies of the informed consent form, one to sign and return, the other a copy for the subject to keep, and ask the student if they would like to participate in the study. Utilizing the tutoring office staff will cause them to spend more time with each student as they are registering to use the tutoring system. Given that the department is interested in the data for program development internally, the department is willing to take on the increased personnel cost associated with this study. The remaining steps of active involvement include completing pre-tests and post-tests before each treatment session.

<p class="MsoNormal" style="text-indent:.5in;line-height:200%">The pre-test, which is delivered electronically, will be an addendum to the current procedures to establish a tutoring appointment in TutorTrac. The registration addendum includes the State – Trait Anxiety Inventory for capturing the subject’s current overall anxiety level, and a space for the student to list all the classes that they are enrolled as Likert Items; with the subject then responding to each Likert Item they created with the statement of I am experiencing anxiety about my [blank for course name] class. The TutorTrac system can be accessed from any point on the university campus network and from off-campus if the participant establishes a virtual private network (VPN) connection. After the student schedules an appointment within the system, the student will meet their tutor at a pre-agreed upon location and time and begin their tutoring session. When the session ends, the tutor always has the student sign off on the amount of time that the tutoring session lasted, and reminds the tutee that they will be receiving within the next 24 hours a survey that the student should complete because it is important that the tutor gets feedback on the experience and that the tutor needs a high return rate on the surveys in order to continue to be allowed to tutor for the university.

<p class="MsoNormal" style="margin-bottom:10.0pt;text-indent:.5in;line-height: 200%">The post-test will automatically be generated electronically when a tutor logs the tutoring appointment as complete. The posttest also includes the State – Trait Anxiety Inventory for capturing the subject’s current overall anxiety level, and a space for the student to list all the classes that they are enrolled as Likert Items; with the subject then responding to each Likert Item they created with the statement of I am experiencing anxiety about my [blank for course name] class. The post-test will be e-mailed to the participant through SurveyTrac, a companion program to TutorTrac, as an embedded component of the follow-up tutor evaluation survey. As TutorTrac already connects the data from the registration for a tutoring session, with the responses received through SurveyTrac for evaluation, it will be relatively easy to keep the pre- and post-test data combined.

<p class="MsoNormal" style="text-indent:.5in;line-height:200%">Once the semester has ended, data mining operations can begin for study. Data for the students who have signed consent forms will be exported from the TutorTrac server to the research study server. Academic data, including high school GPAs, SAT and/or ACT scores, semester course grades, academic standing status, and basic demographic data will also be exported from the university’s student information system. The demographic and high school data sets will be used to verify that a representative research sample has been gathered for comparison with the university’s over-all demographic information.

<p class="MsoNormal" style="text-indent:.5in;line-height:200%">I do not expect that there will be a high sampling error. The demographics that utilize tutoring are diverse, so there should not be any populations over-represented or under-represented through this study. If at the conclusion of the data gathering period, it becomes apparent that there is an over- or under-represented demographic who has completed tutoring and participated in the study, given that the survey is being administered so widely, it will be possible to examine the data using a stratified random sampling method after the data collection period concludes. Furthermore, I expect little sampling bias, as the data is built directly into the registration and evaluation processes for securing tutors. All students who seek tutoring will be made aware of the study and invited to participate in the study<span style="font-size:8.0pt;line-height:200%;font-family:"Calibri","sans-serif"; mso-fareast-font-family:Calibri"> .

<p class="MsoNormal" style="margin-bottom:10.0pt;line-height:200%">Data Collection

<p class="MsoNormal" style="margin-bottom:10.0pt;text-indent:.5in;line-height: 200%">Given that data collection is conducted completely online and through existing data servers, there is little that will be required of the researchers during the period of data collection. Prior to the start of data collection, it will be the responsibility of the primary investigator to develop a list of expected frequently asked question about the research study. This list will be necessary to provide consistent and accurate answers to potential research subjects as they are considering participating in the study. Furthermore, this list will be needed when training the university’s tutoring office staff, as it will be there responsibility to educate and get the required signatures of potential research subjects as they are entering the study. It will be the responsibility of the researcher to conduct any necessary training sessions, but it will be up to the director of the tutoring office to ensure the quality of the customer service experience that university tutoring services typically provide.

<p class="MsoNormal" style="margin-bottom:10.0pt;text-indent:.5in;line-height: 200%">During the research collection period, the primary investigator will need to be available to the tutoring office in case there are any new questions that they cannot answer, so that as new potential subjects continue to come in throughout the semester, there still remains a high level of quality and accuracy provided to the study registration. Naturally, it will also be the responsibility of the primary investigator to provide blank copies of informed consent form for use and distribution to potential subjects. The tutoring office will keep signed informed consent documents in a locked filing cabinet until the researcher comes to retrieve all the completed forms once a week.

<p class="MsoNormal" style="margin-bottom:10.0pt;text-indent:.5in;line-height: 200%">The study can be classified as a cohort survey type of longitudinal study (See Table 1). By taking a panel survey approach to the longitudinal study, researchers are afforded the opportunity to use pretests and posttests from a wide range of time periods, including the possibility of multiple surveys completed by the same research subject (Gay, Mills, & Ariasian, 2012). This will allow researchers the ability to minimize sampling errors by gathering as much data and stratifying the study subjects if necessary.

<p class="MsoNormal" style="margin-bottom:10.0pt;line-height:200%">Table 1<span style="font-size:8.0pt;line-height:200%; font-family:"Calibri","sans-serif";mso-fareast-font-family:Calibri">

<p class="MsoNormal" style="line-height:200%">Experimental Design <p class="MsoNormal" style="line-height:200%">Note. STAI = State – Trait Anxiety Inventory

<p class="MsoNormal" style="margin-bottom:10.0pt;text-indent:.5in;line-height: 200%">Mind Garden Inc.’s State – Trait Anxiety Inventory is known for its approach to evaluating anxiety levels that individuals experience. Dreger (1978) determined the reliability coefficients for the State – Trait Anxiety Inventory range from .83 to .92<span style="font-size:8.0pt;line-height:200%; font-family:"Calibri","sans-serif";mso-fareast-font-family:Calibri"> . These normative samples included college freshmen, students enrolled in an introductory psychology class, and high school juniors. While high school juniors typically will not be using the university’s tutoring services, unless they are completing a dual credit course, the other populations within the normative sample are similar for usage in university tutorial experiences.<span style="font-family:"TimesNewRoman","serif"; mso-bidi-font-family:TimesNewRoman">

<p class="MsoNormal" style="margin-bottom:10.0pt;text-indent:.5in;line-height: 200%">State anxiety is the measurement of perceived tension that an individual experiences, while trait anxiety is the measurement of general proneness to anxiety. This instrument is favorable to this study as it will break down the anxiety scales into these two areas to illustrate the effect that tutoring may have through the evaluation of the state anxiety levels. In addition, the availability of integration into the TutorTrac system and in SurveyTrac system has established the State – Trait Anxiety Inventory as the logical choice as the instrument of choice. The checklist format of the survey allows for easy scoring in both the individual electronic pretest and the individual electronic posttest.

<p class="MsoNormal" style="margin-bottom:10.0pt;text-indent:.5in;line-height: 200%">In order to answer the second research question, the primary investigator will need the number of As, Bs, Cs, Ds, and Fs earned in each course in which tutoring is offered. This information is already produced by the university and provided to vendors such as myEDU given that it does not include any identifiable student information. The tutoring office also pulls runs their own query to ascertain if the there are differences between the grades earned by those students who receive any tutoring or supplemental instruction and those that do not. As the primary investigator is already received consent from the study participants to access their specific course grades, it should be possible to determine if there are any differences between those students who did not receive any tutoring and the research participants in the classes that they did not receive any tutoring for that specific course.

<p class="MsoNormal" style="margin-bottom:10.0pt;line-height:200%">Data Management

<p class="MsoNormal" style="margin-bottom:10.0pt;text-indent:.5in;line-height: 200%">Developed in 1995, TutorTrac is user friendly software that can either run on a local server or can be hosted by the software design company, Redrock Software Corporation. The product is inexpensive, with the initial license cost set at $2995. SurveyTrac costs an additional $695 for the license. Annual maintenance fees are set at $749 a year for TutorTrac and $50 a year for SurveyTrac.

<p class="MsoNormal" style="margin-bottom:10.0pt;text-indent:.5in;line-height: 200%">There are several advantages to using the Trac systems for data collection. TutorTrac can be fully integrated with most student information system, ensuring accurate connections to student demographic information. User’s recording their answers through a unique username helps ensure that the correct data are matched to the correct subject. The included technical support staff eliminates the need for the research study to fund an information technology specialist to ensure the system is functioning correctly. Also, one cannot discount the stability of the system for a large institution. The system was designed to maintain up to two billion student records<span style="font-size:8.0pt;line-height:200%;font-family:"Calibri","sans-serif"; mso-fareast-font-family:Calibri"> .

<p class="MsoNormal" style="margin-bottom:10.0pt;line-height:200%">Data Analysis

<p class="MsoNormal" style="margin-bottom:10.0pt;text-indent:.5in;line-height: 200%">After the collection period has ended, it will be the responsibility of the researcher to export the data from the TutorTrac server and the student information systems server and import the aforementioned data into the research study server for security. Statistical analysis will be conducted to determine if the total population of the research subject pool is representative of the university’s demographic overview. If the differences between the two are significant, then the research subjects will require stratification in order to create a comparable research population.

<p class="MsoNormal" style="margin-bottom:10.0pt;text-indent:.5in;line-height: 200%">Score results of the State – Trait Anxiety Inventory range from 20 to 80. Given that researchers will be able to compare the pretest scores to the posttest scores and determine the differences between the two tests scores, researchers will need to conduct a paired sample t test. In order to compare the final course grades of the students who participated in tutoring to those students who did not participate in tutoring, researchers will need to run a t test. These calculations will be done using IBM’s SPSS 20 program<span style="font-size:8.0pt;line-height:200%;font-family:"Calibri","sans-serif"; mso-fareast-font-family:Calibri">

<p align="center" class="MsoNormal" style="margin-bottom:10.0pt;text-align:center; line-height:200%">Ethical Considerations

<p class="MsoNormal" style="margin-bottom:10.0pt;text-indent:.5in;line-height: 200%">Given the potential benefits of tutoring, it would be unethical to withhold tutoring from any student seeking the assistance. With that in mind, I will only be able to have one research population available for in depth analysis. Without individual consent forms from students who are not using tutoring, and it would be unethical to try to persuade someone to not use the services, I can only get general demographic information or information that is completely stripped of personally identifiable information.

<p align="center" class="MsoNormal" style="margin-bottom:10.0pt;text-align:center; line-height:200%">Limitations

<p class="MsoNormal" style="margin-bottom:10.0pt;text-indent:.5in;line-height: 200%">The selection of this design is based in the effectiveness of conducting a pre-test and post-test comparison on the levels of anxiety felt by the study participants. A potential threat to the study exists in the return rates of post-test surveys after the tutoring session<span style="font-size:8.0pt;line-height:200%; font-family:"Calibri","sans-serif";mso-fareast-font-family:Calibri"> . However, researchers will minimize the effects of such threats by integrating the instrument into the tutor evaluation. An incentive exists for tutors to encourage students to complete the survey as post-tutoring session survey results are necessary for the tutor to reach the next certification level as a tutor.

<p class="MsoNormal" style="margin-bottom:10.0pt;text-indent:.5in;line-height: 200%">Additionally, the amount of data that will be recovered through the TutorTrac and SurveyTrac system will result in a time consuming analysis. Luckily, the system will already pre-match the pretest and posttest results together, eliminating some of the time issues and potential risk of mismatching results to the wrong tutoring session or the wrong participant. However, to safeguard against this type of error, and to ensure the system is matching everything correctly, it may behoove the researcher to randomly pull some datasets and verify that they are matching correctly.

<p class="MsoNormal" style="margin-bottom:10.0pt;line-height:200%"> 

<span style="font-size:12.0pt;line-height:200%;font-family:"TimesNewRoman","serif"; mso-fareast-font-family:"TimesNewRoman";mso-ansi-language:EN-US;mso-fareast-language: EN-US;mso-bidi-language:AR-SA">

<p align="center" class="MsoNormal" style="margin-bottom:10.0pt;text-align:center; line-height:200%">References

<p class="MsoNormal" style="margin-top:0in;margin-right:0in;margin-bottom:10.0pt; margin-left:.5in;text-indent:-.5in;line-height:200%">Adams, D. F., & Hayes, S. G. (2011). Integrating tutor training into faculty mentorship programming to serve students with disabilities. Learning Assistance Review, 16(2), 7-21. Retrieved from http://www.eric.ed.gov/PDFS/EJ960452.pdf

<p class="MsoNormal" style="margin-top:0in;margin-right:0in;margin-bottom:10.0pt; margin-left:.5in;text-indent:-.5in;line-height:200%">American College Health Association. (2012). American college health association – national college health assessment ii: Reference group executive summary spring 2012. Hanover, MD: American College Health Association. Retrieved from http://www.acha-ncha.org/docs/ACHA-NCHA-II_ReferenceGroup_ExecutiveSummary_Spring2012.pdf

<p class="MsoNormal" style="margin-top:0in;margin-right:0in;margin-bottom:10.0pt; margin-left:.5in;text-indent:-.5in;line-height:200%">Bronstein, S. B. (2008). Supplemental instruction: Supporting persistence in barrier courses. Learning Assistance Review, 13(1), 31-45. Retrieved from http://www.eric.ed.gov/PDFS/EJ818225.pdf

<p class="MsoNormal" style="margin-top:0in;margin-right:0in;margin-bottom:10.0pt; margin-left:.5in;text-indent:-.5in;line-height:200%">Cooper, E. (2010). Tutoring center effectiveness: The effect of drop-in tutoring. Journal of College Reading and Learning, 40(2), 21-34. Retrieved from http://www.eric.ed.gov/PDFS/EJ887303.pdf

<p class="MsoNormal" style="margin-top:0in;margin-right:0in;margin-bottom:10.0pt; margin-left:.5in;text-indent:-.5in;line-height:200%">Damon, W. (1984). Peer education: The untapped potential. Journal of Applied Developmental Psychology, 5, 331-343. doi:10.1016/0193-3973(84)90006-6

<p class="MsoNormal" style="margin-top:0in;margin-right:0in;margin-bottom:10.0pt; margin-left:.5in;text-indent:-.5in;line-height:200%">De Smet, M., Van Keer, H., De Wever, B., & Valcke, M. (2010). Cross-age peer tutors in asynchronous discussion groups: Exploring the impact of three types of tutor training on patterns in tutor support and on tutor characteristics. Computers & Education, 54, 1167-1181. doi:10.1016/j.compedu.2009.11.002

<p class="MsoNormal" style="margin-top:0in;margin-right:0in;margin-bottom:10.0pt; margin-left:.5in;text-indent:-.5in;line-height:200%">Dreger, R. M. (1978). [Review on the test State – Trait Anxiety Inventory]. In The eighth mental measurements yearbook. Available from http://www.unl.edu/buros

<p class="MsoNormal" style="margin-top:0in;margin-right:0in;margin-bottom:10.0pt; margin-left:.5in;text-indent:-.5in;line-height:200%">Fuchs, L. S., Fuchs, D., Craddock, C., Hollenbeck, K. N., Hamlett, C. L., & Schatschneider, C. (2008). Effects of small-group tutoring with and without validated classroom instruction on at-risk students’ math problem solving: Are two tiers of prevention better than one?. Journal of Educational Psychology, 100, 491-509. doi:10.1037/0022-0663.100.3.491

<p class="MsoNormal" style="margin-left:.5in;text-indent:-.5in;line-height:200%">Gay, L. R., Mills, G. E., & Airasia, P. (2012). Educational research: Competencies for analysis and applications (10th ed.). Boston, MA: Pearson.

<p class="MsoNormal" style="margin-top:0in;margin-right:0in;margin-bottom:10.0pt; margin-left:.5in;text-indent:-.5in;line-height:200%">Hamilton, R. (2012, October 1). Branch calls for more outcomes based higher ed funding. The Texas Tribune. Retrieved from http://www.texastribune.org

<p class="MsoNormal" style="margin-top:0in;margin-right:0in;margin-bottom:10.0pt; margin-left:.5in;text-indent:-.5in;line-height:200%">National Alliance on Mental Illness. (2012). College students speak: A survey report on mental health. Arlington, VA: Gruttadaro, D. & Crudo, D. Retrieved from http://www.nami.org/collegereport

<p class="MsoNormal" style="margin-top:0in;margin-right:0in;margin-bottom:10.0pt; margin-left:.5in;text-indent:-.5in;line-height:200%">Reinheimer, D., & McKenzie, K. (2011). The impact of tutoring on the academic success of undeclared students. Journal of College Reading and Learning, 41(2), 22-36. Retrieved from http://www.eric.ed.gov/PDFS/EJ926360.pdf

<p class="MsoNormal" style="margin-top:0in;margin-right:0in;margin-bottom:10.0pt; margin-left:.5in;text-indent:-.5in;line-height:200%">SurveyTrac (Version 3) [Computer software]. Mesa, AZ: Redrock Software Corporation.

<p class="MsoNormal" style="margin-top:0in;margin-right:0in;margin-bottom:10.0pt; margin-left:.5in;text-indent:-.5in;line-height:200%">TutorTrac (Version 4) [Computer software]. Mesa, AZ: Redrock Software Corporation.

<p class="MsoNormal" style="margin-top:0in;margin-right:0in;margin-bottom:10.0pt; margin-left:.5in;text-indent:-.5in;line-height:200%">Wawrzynski, M. R., LoConte, C. L., & Straker, E. J. (2011). Learning outcomes for peer educators: The national survey on peer education. New Directions For Student Services, 133, 17-27. doi:10.1002/ss.381

<p class="MsoNormal" style="margin-top:0in;margin-right:0in;margin-bottom:10.0pt; margin-left:.5in;text-indent:-.5in;line-height:200%">WebMD. (2011, March 6). How worrying affects your body. Retrieved from http://www.webmd.com/balance/guide/how-worrying-affects-your-body

<p class="MsoNormal" style="margin-top:0in;margin-right:0in;margin-bottom:10.0pt; margin-left:.5in;text-indent:-.5in;line-height:200%">Young, E. (2011). Onsite peer tutoring in mathematics content courses for pre-service teachers. Issues in the Undergraduate Mathematics Preparation of School Teachers, 2, 1-8. Retrieved from http://www.eric.ed.gov/PDFS/EJ926538.pdf

<p align="center" class="MsoNormal" style="margin-bottom:10.0pt;text-align:center; line-height:200%"> <span style="font-size:12.0pt;line-height:200%;font-family:"TimesNewRoman","serif"; mso-fareast-font-family:"TimesNewRoman";mso-ansi-language:EN-US;mso-fareast-language: EN-US;mso-bidi-language:AR-SA">

<p align="center" class="MsoNormal" style="margin-bottom:10.0pt;text-align:center; line-height:200%">Appendices

<p class="MsoListParagraphCxSpFirst" style="margin-left:0in;mso-add-space:auto; line-height:200%"><span style="font-size:12.0pt;line-height:200%;font-family:"TimesNewRoman","serif"">1 – IRB Forms

<p class="MsoListParagraphCxSpMiddle" style="margin-left:0in;mso-add-space:auto; text-indent:.5in;line-height:200%"><span style="font-size:12.0pt;line-height: 200%;font-family:"TimesNewRoman","serif"">A–Submission Form

<p class="MsoListParagraphCxSpMiddle" style="margin-left:0in;mso-add-space:auto; text-indent:.5in;line-height:200%"><span style="font-size:12.0pt;line-height: 200%;font-family:"TimesNewRoman","serif"">B– Informed <span style="font-size:12.0pt;line-height:200%;font-family:"TimesNewRoman","serif"">Consent Form

<p class="MsoListParagraphCxSpMiddle" style="margin-left:0in;mso-add-space:auto; text-indent:.5in;line-height:200%"><span style="font-size:12.0pt;line-height: 200%;font-family:"TimesNewRoman","serif"">

<p class="MsoListParagraphCxSpLast" style="margin-left:0in;mso-add-space:auto; line-height:normal"><span style="font-size:12.0pt;font-family:"TimesNewRoman","serif"">1A                                           Submission Form 

<p class="MsoTitle">THE UNIVERSITY OF TEXAS AT ARLINGTON

<p align="center" class="MsoNormal" style="text-align:center">OFFICE OF RESEARCH

<p align="center" class="MsoNormal" style="text-align:center"> <p align="center" class="MsoNormal" style="text-align:center"><span style="font-family:"Tahoma","sans-serif";mso-bidi-font-family:"TimesNewRoman"">IRB FORM #1A

<p align="center" class="MsoNormal" style="text-align:center"><span style="font-family:"Tahoma","sans-serif";mso-bidi-font-family:"TimesNewRoman"">APPLICATION FOR EXEMPTION OF A RESEARCH PROTOCOL TO

<p align="center" class="MsoNormal" style="text-align:center"><span style="font-family:"Tahoma","sans-serif";mso-bidi-font-family:"TimesNewRoman"">THE INSTITUTIONAL REVIEW BOARD FOR THE PROTECTION OF HUMAN SUBJECTS (IRB)

<p align="center" class="MsoNormal" style="text-align:center"><span style="font-family:"Tahoma","sans-serif";mso-bidi-font-family:"TimesNewRoman"">

<p class="MsoBodyText">UTA faculty, staff, students, or employees who propose to engage in any research, demonstration, development, or other activity involving the use of human subjects must have review and approval of that activity by the Institutional Review Board, prior to initiation of that project.

<p class="MsoBodyText">Some research may be exempt from the HHS regulations for the protection of human subjects (45CFR46 46.101). If you believe you are exempt, than you should submit this completed form, along with finalized copies of all recruitment materials (e.g. telephone scripts, fliers, etc) and finalized copies of all tests, surveys, interviews, etc. to the IRB. The Board is responsible for safeguarding the rights and welfare of subjects who participate in the activity.

<p class="MsoBodyText">

<p class="MsoNormal">''<span style="font-family:"Tahoma","sans-serif"; mso-bidi-font-family:"TimesNewRoman"">If you require further assistance in completing this form or need additional information, please contact the Office of Research at extension 2105. '' <p class="MsoCaption">SECTION A: GENERAL INFORMATION

<p class="MsoNormal"><span style="font-family: "Tahoma","sans-serif";mso-bidi-font-family:"TimesNewRoman"">  

<p class="MsoNormal"> <p class="MsoNormal"> <p class="MsoNormal"> <p class="MsoNormal">
 * Project Title: The Effects of Tutoring on Academic Performance Anxiety


 * 1) Principal Investigator: William Gunn

<p class="MsoNormal" style="margin-left:.75in">
 * 1) Title: Assistant Director                                              Department: University College Programs

<p class="MsoNormal" style="margin-left:1.0in">Email:  wgunn@uta.edu
 * 1) Mail Route: Box 19194                                  Telephone: 2-1307

<p class="MsoNormal" style="margin-left:.75in">

<p class="MsoNormal"> <p class="MsoNormal" style="margin-left:.5in">Name:      n/a                                                                    Telephone: n/a
 * 1) In the absence of the Principal Investigator, identify contact person:

<p class="MsoNormal" style="margin-left:.5in">Email:  n/a

<p class="MsoNormal">

<p class="MsoNormal">Name:   n/a                                                  Title: n/a
 * 1) For non-faculty submitting a protocol, please identify the faculty member responsible for conducting the research:

<p class="MsoNormal"> Email:  n/a

<p class="MsoNormal">

<p class="MsoNormal" style="margin-left:.25in">
 * 1) Expected Start Date: June 1, 2014

<p class="MsoNormal" style="margin-left:.25in"> <p class="MsoNormal">Source:            NIH (submit 2 copies of grant proposal)                Industry Sponsored
 * 1) Expected Completion Date: December 31, 2014

<p class="MsoNormal"> <p class="MsoNormal">Local Departmental          State                Other

<p class="MsoNormal" style="margin-left:.25in"> <p class="MsoNormal" style="margin-left:.25in">

FUNDED GRANT / CONTRACT NUMBER:  n/a
<p class="MsoNormal" style="margin-left:.25in"> <p class="MsoNormal" style="margin-left:.25in"> <p class="MsoNormal" style="margin-left:.25in">SECTION B: QUALIFICATIONS FOR EXEMPTION

<p class="MsoNormal" style="margin-left:.25in">

<p class="MsoNormal" style="margin-left:.25in">

<p class="MsoNormal" style="margin-left:1.5in;text-indent:.5in">YES           NO                        DOES NOT APPLY
 * Do you plan to conduct your research in established or commonly accepted educational settings, involving normal educational practices, such as research on regular and special education instructional strategies?

<p class="MsoNormal" style="margin-left:.25in"> <p class="MsoNormal" style="margin-left:.25in">

<p class="MsoNormal" style="margin-left:.25in"> <p class="MsoNormal" style="margin-left:1.5in;text-indent:.5in">YES           NO                        DOES NOT APPLY
 * 1) Do you plan to conduct your research in established or commonly accepted educational settings, involving normal educational practices, such as research on the effectiveness of or the comparison among instructional techniques, curricula, or classroom management methods?

<p class="MsoNormal" style="margin-left:.25in"> <p class="MsoNormal" style="margin-left:.25in">

<p class="MsoNormal" style="margin-left:.5in;tab-stops:.5in">achievement), survey procedures, interview procedures, or observation of public behavior and it will not be identified, directly or through identifiers linked to the subjects?
 * 1) Does your research involve the use of educational tests (cognitive, diagnostic, aptitude,

<p class="MsoNormal" style="margin-left:.25in;text-indent:.25in"> <p class="MsoNormal" style="margin-left:1.5in;text-indent:.5in">YES                        NO                        DOES NOT APPLY

<p class="MsoNormal" style="margin-left:.25in"> <p class="MsoNormal" style="margin-left:.25in">

<p class="MsoNormal" style="margin-left:.5in">achievement), survey procedures, interview procedures, or observation of public behavior and its disclosure outside of the research could not reasonably place the subject at risk of criminal or civil liability or be damaging to the subjects’ financial standing, employability, or reputation?
 * 1) Does your research involve the use of educational tests (cognitive, diagnostic, aptitude,

<p class="MsoNormal" style="text-indent:.5in"> <p class="MsoNormal" style="margin-left:1.5in;text-indent:.5in">YES            NO                  DOES NOT APPLY

<p class="MsoNormal">

<p class="MsoNormal" style="margin-left:.25in"> <p class="MsoNormal" style="margin-left:1.5in;text-indent:.5in">YES           NO                       DOES NOT APPLY
 * 1) Does your research involve the use of educational tests (cognitive, diagnostic, aptitude, achievement), survey procedures, interview procedures, or observation of public behavior of human subjects that are elected or appointed officials or candidates for public office?

<p class="MsoNormal"> <p class="MsoNormal">

<p class="MsoNormal" style="margin-left:.25in"> <p class="MsoNormal" style="margin-left:1.5in;text-indent:.5in">YES           NO                        DOES NOT APPLY
 * 1) Does your research involve the collection or study of existing data that is publicly available or the information is recorded by you in such a manner that the subjects cannot be identified, directly or through identifiers linked to the subjects (this includes all documents, records, pathological specimens, or diagnostic specimens)?

<p class="MsoNormal"> <p class="MsoNormal">

<p class="MsoNormal" style="margin-left:.25in"> <p class="MsoNormal" style="margin-left:1.5in;text-indent:.5in">YES           NO                        DOES NOT APPLY
 * 1) Is your research project conducted by or subjected for approval by a Federal Department Head and is designed to study, evaluate, or otherwise examine public benefit or service programs, procedures for obtaining benefits or services under these programs, possible changes in or alternatives to those programs or procedures, or possible changes in methods or levels of payment for benefits or services under those programs?

<p class="MsoNormal"> <p class="MsoNormal"> <p class="MsoNormal"> <p class="MsoNormal"> <p class="MsoNormal">

<p class="MsoNormal"> <p class="MsoNormal" style="margin-left:1.5in;text-indent:.5in">YES           NO                        DOES NOT APPLY
 * 1) Does your research protocol involve taste and food quality evaluation and consumer acceptance studies where: wholesome foods without additives are consumed, food is consumed that contains a food ingredient at or below the level and for a use found to be safe, or an agricultural chemical or environmental contaminant at or below a level found to be safe, by the Food and Drug Administration or approved by the Environmental Protection Agency or the Food Safety and Inspection Service of the U.S. Department of Agriculture?

<p class="MsoNormal" style="margin-left:1.5in;text-indent:.5in"> <p class="MsoNormal" style="margin-left:1.5in;text-indent:.5in"> <p class="MsoNormal" style="margin-left:1.5in;text-indent:.5in"> <p class="MsoNormal">

<p class="MsoBodyText2">SECTION C: SUBJECT POPULATION

<p class="MsoBodyText2">If you answer yes to any of the following, you will not qualify for an exemption and will need to submit IRB Form #1 along with any additional applications for vulnerable populations:

<p class="MsoNormal"> <p class="MsoNormal"> 

<p class="MsoNormal" style="margin-left:.25in"> <p class="MsoNormal" style="margin-left:1.5in;text-indent:.5in">YES           NO                        DOES NOT APPLY
 * Does your research protocol involve children from 0-17 years of age?

<p class="MsoNormal"> <p class="MsoNormal" style="margin-left:.25in">

<p class="MsoNormal" style="margin-left:.5in"> <p class="MsoNormal" style="margin-left:1.5in;text-indent:.5in">YES           NO                       DOES NOT APPLY
 * 1) Does your research protocol involve mentally incapacitated subjects?

<p class="MsoNormal"> <p class="MsoNormal" style="margin-left:.5in"> <p class="MsoNormal" style="margin-left:.5in">

<p class="MsoNormal" style="margin-left:1.5in"> <p class="MsoNormal" style="margin-left:1.5in;text-indent:.5in">YES           NO                        DOES NOT APPLY
 * 1) Does your research protocol involve (known) pregnant women as subjects?

<p class="MsoNormal"> <p class="MsoNormal"> <p class="MsoNormal">

<p class="MsoNormal" style="margin-left:.25in"> <p class="MsoNormal" style="margin-left:1.5in;text-indent:.5in">YES           NO                        DOES NOT APPLY
 * 1) Does your research protocol involve prisoners as subjects?

<p class="MsoNormal"> <p class="MsoNormal"> <p class="MsoNormal"> <p class="MsoBodyText2">SECTION D: DESCRIPTION OF RESEARCH

<p class="MsoBodyText2">

<p class="MsoNormal">

<p class="MsoNormal">Please describe your research protocol in layman’s terms. Include subject recruitment and the informed consent process.

<p class="MsoNormal"> <p class="MsoNormal">We will complete a quantitative comparison of the students' anxiety level before and after participation in a tutoring session. The questions will be administered online. Students will be given 10 minutes to complete the survey. Students will be told that their participation is optional, and only those students who consent to participate in the study will be included. A written consent form will be given to those students wishing to participate (see attached consent form).

<p class="MsoNormal"> <p class="MsoNormal"> <p class="MsoNormal"> <p class="MsoNormal"> <p class="MsoNormal"> <p class="MsoNormal"> <p class="MsoBodyText2">SECTION E: SIGNATURES

<p class="MsoBodyText2">

<p class="MsoNormal"> <p class="MsoNormal"> <p class="MsoNormal">

<p class="MsoNormal">I UNDERSTAND THAT I AM RESPONSIBLE FOR THE ACCURACY OF THESE ANSWERS TO THE STATEMENTS MADE IN THIS FORM TO BE SUBMITTED TO THE INSTITUTIONAL REVIEW BOARD FOR THE PROTECTION OF HUMAN SUBJECTS AND FOR THE CONDUCT OF RESEARCH.

<p class="MsoNormal"> <p class="MsoNormal">I UNDERSTAND THAT I, AS WELL AS ALL HUMAN SUBJECT INVESTIGATORS INVOLVED IN THIS STUDY, MUST HAVE DOCUMENTED HUMAN SUBJECT TRAINING IN THE OFFICE OF RESEARCH BEFORE PERFORMING ANY HUMAN SUBJECT RESEARCH.

<p class="MsoNormal"> <p class="MsoNormal"> <p class="MsoNormal">

<p class="MsoNormal">Principal Investigator                                                                Date

<p class="MsoNormal"> <p class="MsoNormal">

<p class="MsoNormal">Faculty Sponsor (If not the Principal Investigator)                  Date

<p class="MsoNormal"> <p class="MsoNormal"> <p class="MsoNormal"> <p class="MsoNormal">I HAVE READ THIS COMPLETED FORM AND ENDORSE THIS RESEARCH TO BE CONDUCTED.

<p class="MsoNormal"> <p class="MsoNormal">

<p class="MsoNormal">Department Chairman or Dean or Director                            Date

<p class="MsoNormal"> <p class="MsoNormal" style="margin-left:.25in"> <p class="MsoNormal" style="margin-left:.25in"> <p class="MsoListParagraphCxSpFirst" style="margin-left:0in;mso-add-space:auto; line-height:normal"><span style="font-size:12.0pt;font-family:"TimesNewRoman","serif"">  

<p class="MsoListParagraphCxSpLast" style="margin-left:0in;mso-add-space:auto; line-height:normal"><span style="font-size:12.0pt;font-family:"TimesNewRoman","serif"">1B                                           Informed Consent

<p align="center" class="MsoNormal" style="text-align:center;tab-stops:101.25pt"><span style="font-size:10.0pt;font-family:"Arial","sans-serif"">INFORMED CONSENT  <p align="center" class="MsoNormal" style="text-align:center;border-style:none;padding:0in;"><span style="font-size:10.0pt;font-family:"Arial","sans-serif"">The Effects of Tutoring on Academic Performance Anxiety  <p align="center" class="MsoNormal" style="text-align:center"><span style="font-size:10.0pt;font-family:"Arial","sans-serif"">  

<p class="MsoNormal"><span style="font-size:10.0pt;font-family:"Arial","sans-serif"">PRINCIPAL INVESTIGATOR NAME: <span style="font-size:10.0pt;font-family:"Arial","sans-serif"">

<p class="MsoNormal"><span style="font-size:10.0pt;font-family:"Arial","sans-serif";background:aqua">William Gunn <span style="font-size:10.0pt;font-family: "Arial","sans-serif"">

<p class="MsoNormal"><span style="font-size:8.0pt;font-family:"Arial","sans-serif"">

<p class="MsoNormal"><span style="font-size:10.0pt;font-family:"Arial","sans-serif"">TITLE OF PROJECT: <span style="font-size:10.0pt;font-family:"Arial","sans-serif"">

<p class="MsoNormal"><span style="font-size:10.0pt;font-family:"Arial","sans-serif"">The Effects of Tutoring on Academic Performance Anxiety <span style="font-size:10.0pt;font-family:"Arial","sans-serif"">

<p align="center" class="MsoNormal" style="text-align:center"><span style="font-size:8.0pt;font-family:"Arial","sans-serif"">  

<p class="MsoNormal"><span style="font-size:10.0pt;font-family:"Arial","sans-serif"">INTRODUCTION 

<p class="MsoNormal">''<span style="font-size:10.0pt;font-family:"Arial","sans-serif"">You are being asked to participate in a research study. Your participation is voluntary. Please ask questions if there is anything you do not understand. '' <p align="center" class="MsoNormal" style="text-align:center;border-style:none;padding:0in;"><span style="font-size:8.0pt;font-family:"Arial","sans-serif""> <p align="center" class="MsoNormal" style="text-align:center"><span style="font-size:10.0pt;font-family:"Arial","sans-serif"">

<p class="MsoNormal"><span style="font-size:10.0pt;font-family:"Arial","sans-serif"">PURPOSE: <span style="font-size:10.0pt;font-family:"Arial","sans-serif"">

<p class="MsoNormal"><span style="font-size:10.0pt;font-family:"Arial","sans-serif"">The purpose of this project is to study if participation in tutoring has an impact on your anxiety levels in relation to your academic performance. <span style="font-size:10.0pt;font-family:"Arial","sans-serif"">

<p class="MsoNormal"><span style="font-size:8.0pt;font-family:"Arial","sans-serif"">

<p class="MsoNormal"><span style="font-size:10.0pt;font-family:"Arial","sans-serif"">DURATION: 

<p class="MsoNormal"><span style="font-size:10.0pt;font-family:"Arial","sans-serif"">The STAI questionnaire will take approximately 10 minutes to complete.

<p class="MsoNormal"><span style="font-size:8.0pt;font-family:"Arial","sans-serif"">

<p class="MsoNormal"><span style="font-size:10.0pt;font-family:"Arial","sans-serif"">PROCEDURES: 

<p class="MsoNormal"><span style="font-size:10.0pt;font-family:"Arial","sans-serif"">The procedures, which will involve you as a research subject, include:

<p class="MsoNormal"><span style="font-size:10.0pt;font-family:"Arial","sans-serif"; mso-no-proof:yes">- Filling out the STAI questionnaire, which asks you about your abilities, expectations and opinions about, and interests in various aspects of college life. The questionnaire is administered immediately following this consent for participation, and each time you schedule a tutoring session.

<p class="MsoNormal"><span style="font-size:10.0pt;font-family:"Arial","sans-serif"; mso-no-proof:yes">- The researchers will also access your high school GPAs, SAT and/or ACT scores, course grades, GPAs, academic status at the university, and demographic data in the university databases through out your undergraduate studies. Data will be analyzed without names or other identifying information attached to it. <span style="font-size:10.0pt;font-family:"Arial","sans-serif"">

<p class="MsoNormal"><span style="font-size:8.0pt;font-family:"Arial","sans-serif"">  

<p class="MsoNormal"><span style="font-size:10.0pt;font-family:"Arial","sans-serif"">POSSIBLE BENEFIT: 

<p class="MsoNormal"><span style="font-size:10.0pt;font-family:"Arial","sans-serif"">Though subjects in this study will receive no direct benefit, the results from the study will help the researchers learn if programs for students like tutoring would help students adjust to college level work, stay in school and gain satisfactory academic achievement. <span style="font-size:10.0pt;font-family:"Arial","sans-serif"">

<p class="MsoNormal"><span style="font-size:8.0pt;font-family:"Arial","sans-serif"">  

<p class="MsoNormal"><span style="font-size:10.0pt;font-family:"Arial","sans-serif"">COMPENSATION: 

<p class="MsoNormal"><span style="font-size:10.0pt;font-family:"Arial","sans-serif"">There is no compensation for your participation in this study. <span style="font-size:10.0pt;font-family:"Arial","sans-serif"">

<p class="MsoNormal"><span style="font-size:8.0pt;font-family:"Arial","sans-serif"">  

<p class="MsoNormal"><span style="font-size:10.0pt;font-family:"Arial","sans-serif"">POSSIBLE RISKS/DISCOMFORTS: 

<p class="MsoNormal"><span style="font-size:10.0pt;font-family:"Arial","sans-serif"">The possible risks and/or discomforts of your involvement are none or almost none. Your answers on the questionnaire, course grades, GPAs and academic status will be kept confidential with no identifying information attached, and kept in locked filing cabinets and/or on password protected files and computers. The filing cabinets and computers will be in a secured area at university with access to that area limited only to the investigator or other authorized personnel. <span style="font-size:10.0pt;font-family:"Arial","sans-serif"">

<p class="MsoNormal" style="margin-left:.5in"><span style="font-size:8.0pt;font-family:"Arial","sans-serif"">  

<p class="MsoNormal"><span style="font-size:10.0pt;font-family:"Arial","sans-serif"">ALTERNATIVE PROCEDURES/TREATMENTS: 

<p class="MsoNormal"><span style="font-size:10.0pt;font-family:"Arial","sans-serif"">There is no alternative procedure for subjects in this study. <span style="font-size:10.0pt;font-family:"Arial","sans-serif"">

<p class="MsoNormal"><span style="font-size:8.0pt;font-family:"Arial","sans-serif"">  

<p class="MsoNormal" style="text-align:justify"><span style="font-size:10.0pt;font-family:"Arial","sans-serif"">WITHDRAWAL FROM THE STUDY: 

<p class="MsoNormal"><span style="font-size:10.0pt;font-family:"Arial","sans-serif"">Participation in this research is voluntary. You may refuse to participate or quit at any time. If you quit or refuse to participate, the benefits (or treatment) to which you are otherwise entitled will not be affected. You may quit by calling William Gunn at 817-272-1307. You will be told immediately if any of the results of the study should reasonably be expected to make you change your mind about staying in the study. <span style="font-size:10.0pt;font-family:"Arial","sans-serif"">

<p class="MsoNormal"><span style="font-size:8.0pt;font-family:"Arial","sans-serif"">  

<p class="MsoNormal"><span style="font-size:10.0pt;font-family:"Arial","sans-serif"">NUMBER OF PARTICIPANTS: We expect <span style="font-size:10.0pt;font-family:"Arial","sans-serif"">575 <span style="font-size:10.0pt;font-family:"Arial","sans-serif"">participants to enroll in this study.

<p class="MsoNormal"><span style="font-size:8.0pt;font-family:"Arial","sans-serif"">

<p class="MsoNormal"><span style="font-size:10.0pt;font-family:"Arial","sans-serif"">CONFIDENTIALITY: 

<p class="MsoNormal"><span style="font-size:10.0pt;font-family:"Arial","sans-serif";letter-spacing:-.1pt">Every attempt will be made to see that your study results are kept confidential. Records from this study will be stored in the University College Programs office, Room 301, Ransom Hall for at least three (3) years after the end of this research. If the results of this research are published or presented at scientific meetings, your identity will not be disclosed. Although your rights and privacy will be maintained, the Secretary of the Department of Health and Human Services, the university's IRB, and personnel particular to this research (individual or department) have access to the study records. Your (e.g., student) records will be kept completely confidential according to current legal requirements. <span style="font-size:10.0pt;font-family: "Arial","sans-serif";letter-spacing:-.1pt">

<p class="MsoNormal"><span style="font-size:8.0pt;font-family: "Arial","sans-serif";letter-spacing:-.1pt">  

<p class="MsoNormal">'''<span style="font-size:10.0pt;font-family: "Arial","sans-serif";letter-spacing:-.1pt">If in the unlikely event it becomes necessary for the Institutional Review Board to review your research records, then The University of Texas at Arlington will protect the confidentiality of those records to the extent permitted by law. Your research records will not be released without your consent unless required by law or a court order. The data resulting from your participation may be made available to other researchers in the future for research purposes not detailed within this consent form. In these cases, the data will contain no identifying information that could associate you with it, or with your participation in any study. '''

<p class="MsoNormal"><span style="font-size:8.0pt;font-family:"Arial","sans-serif"">

<p class="MsoNormal"><span style="font-size:10.0pt;font-family:"Arial","sans-serif"">CONTACT FOR QUESTIONS: 

<p class="MsoNormal"><span style="font-size:10.0pt;font-family:"Arial","sans-serif"">Questions about this research or your rights as a research subject may be directed to <span style="font-size:10.0pt;font-family:"Arial","sans-serif""> <span style="font-size:10.0pt;font-family: "Arial","sans-serif"">William Gunn '<span style="font-size:10.0pt;font-family: "Arial","sans-serif"">at '<span style="font-size:10.0pt;font-family: "Arial","sans-serif"">(817) 272- 1307 '''<span style="font-size:10.0pt;font-family: "Arial","sans-serif"">. <span style="font-size:10.0pt;font-family: "Arial","sans-serif"">  You may contact <span style="font-size:10.0pt;font-family: "Arial","sans-serif"">William Gunn '<span style="font-size:10.0pt;font-family: "Arial","sans-serif"">at '<span style="font-size:10.0pt;font-family: "Arial","sans-serif"">(817) 272-1307 <span style="font-size:10.0pt;font-family: "Arial","sans-serif"">in the event of a research-related injury to the subject. '''

<p class="MsoNormal"><span style="font-size:8.0pt;font-family:"Arial","sans-serif"">

<p class="MsoNormal"><span style="font-size:10.0pt;font-family:"Arial","sans-serif"">CONSENT: 

<p class="MsoNormal" style="margin-left:.5in;text-indent:-.5in;mso-hyphenate: none;tab-stops:-.5in0in"><span style="font-size:10.0pt;font-family:"Arial","sans-serif";letter-spacing:-.1pt">Signatures: 

<p class="MsoNormal"><span style="font-size:10.0pt;font-family: "Arial","sans-serif";letter-spacing:-.1pt">As a representative of this study, I have explained the purpose, the procedures, the benefits, and the risks that are involved in this research study: 

<p class="MsoNormal"><span style="font-size:10.0pt;font-family: "Arial","sans-serif";letter-spacing:-.1pt">  

<p class="MsoNormal"><span style="font-size:10.0pt;font-family: "Arial","sans-serif";letter-spacing:-.1pt">_______________________________________________________________________ 

<p class="MsoNormal"><span style="font-size:10.0pt;font-family: "Arial","sans-serif";letter-spacing:-.1pt">Signature and printed name of principal investigator or person obtaining consent                            Date 

<p class="MsoNormal"><span style="font-size:10.0pt;font-family: "Arial","sans-serif";letter-spacing:-.1pt">  

<p class="MsoNormal"><span style="font-size:10.0pt;font-family:"Arial","sans-serif"">By signing below, you confirm that you have read or had this document read to you <span style="font-size:10.0pt;font-family:"Arial","sans-serif"">.

<p class="MsoNormal">'''<span style="font-size:10.0pt;font-family:"Arial","sans-serif";letter-spacing:-.1pt">You have been informed about this study’s purpose, procedures, possible benefits and risks, and you have received a copy of this form. You have been given the opportunity to ask questions before you sign, and you have been told that you can ask other questions at any time '''<span style="font-size:10.0pt; font-family:"Arial","sans-serif"">

<p class="MsoNormal"><span style="font-size:8.0pt;font-family:"Arial","sans-serif"">

<p class="MsoNormal">'''<span style="font-size:10.0pt;font-family: "Arial","sans-serif";letter-spacing:-.1pt">You voluntarily agree to participate in this study. By signing this form, you are not waiving any of your legal rights. Refusal to participate will involve no penalty or loss of benefits to which you are otherwise entitled, and you may discontinue participation at any time without penalty or loss of benefits, to which you are otherwise entitled. '''

<p class="MsoNormal"><span style="font-size:10.0pt;font-family:"Arial","sans-serif";letter-spacing:-.1pt">

<p class="MsoNormal"><span style="font-size:10.0pt;font-family:"Arial","sans-serif"">_____________________________________________________________________ 

<p class="MsoNormal"><span style="font-size:10.0pt;font-family:"Arial","sans-serif"">SIGNATURE OF VOLUNTEER                                                                            DATE <span style="font-size:10.0pt;font-family:"Arial","sans-serif"">

<p class="MsoNormal"><span style="font-size:8.0pt;font-family:"Arial","sans-serif"">

<p class="MsoNormal"><span style="font-size:10.0pt;font-family:"Arial","sans-serif"">Please fill in you 10-digit Net ID Number:         '

<p class="MsoNormal"> <span style="font-size:10.0pt;font-family:"Arial","sans-serif"">

<p class="MsoNormal"> <span style="font-size:10.0pt;font-family:"Arial","sans-serif"">If the subject is a minor 

<p class="MsoNormal"><span style="font-size:8.0pt;font-family:"Arial","sans-serif"">  

<p class="MsoNormal"><span style="font-size:10.0pt;font-family:"Arial","sans-serif"">ASSENT: 

<p class="MsoNormal"><span style="font-size:8.0pt;font-family:"Arial","sans-serif"">  

<p class="MsoNormal"><span style="font-size:10.0pt;font-family:"Arial","sans-serif"">By signing below, you confirm that you have read or had this document read to you <span style="font-size:10.0pt;font-family:"Arial","sans-serif"">.

<p class="MsoNormal">'''<span style="font-size:10.0pt;font-family:"Arial","sans-serif";letter-spacing:-.1pt">You have been informed about this study’s purpose, procedures, possible benefits and risks, and you have received a copy of this form. You have been given the opportunity to ask questions before you sign, and you have been told that you can ask other questions at any time. You <span style="font-size:10.0pt;font-family:"Arial","sans-serif""> understand that since you are under 18 years of age that your parent(s)/legal guardian(s) have consented for your participation.'''

<p class="MsoNormal"><span style="font-size:8.0pt;font-family:"Arial","sans-serif"">  

<p class="MsoNormal">'''<span style="font-size:10.0pt;font-family: "Arial","sans-serif";letter-spacing:-.1pt">You voluntarily agree to participate in this study. By signing this form, you are not waiving any of your legal rights. Refusal to participate will involve no penalty or loss of benefits to which you are otherwise entitled, and you may discontinue participation at any time without penalty or loss of benefits, to which you are otherwise entitled. '''

<p class="MsoNormal"><span style="font-size:10.0pt;font-family:"Arial","sans-serif"">

<p class="MsoNormal"><span style="font-size:10.0pt;font-family:"Arial","sans-serif""> <p class="MsoNormal" style="border-style:none;padding:0in;"><span style="font-size:10.0pt; font-family:"Arial","sans-serif""> <p class="MsoNormal"><span style="font-size:10.0pt;font-family:"Arial","sans-serif"">SIGNATURE OF PATIENT/LEGAL GUARDIAN                                                   DATE 

<p class="MsoNormal"><span style="font-size:10.0pt;font-family:"Arial","sans-serif"">  

<p class="MsoNormal"><span style="font-size:10.0pt;font-family:"Arial","sans-serif""> <p class="MsoNormal" style="border-style:none;padding:0in;"><span style="font-size:10.0pt; font-family:"Arial","sans-serif""> <p class="MsoNormal"><span style="font-size:10.0pt;font-family:"Arial","sans-serif"">SIGNATURE OF MINOR VOLUNTEER                                                               DATE 

<p class="MsoNormal"><span style="font-size:10.0pt;font-family:"Arial","sans-serif"">

<p class="MsoNormal"><span style="font-size:10.0pt;font-family:"Arial","sans-serif"">Please fill in you 10-digit Net ID Number:         <span style="font-size:10.0pt;font-family:"Arial","sans-serif"">

<p class="MsoListParagraphCxSpFirst" style="margin-left:0in;mso-add-space:auto; line-height:normal"><span style="font-size:12.0pt;font-family:"TimesNewRoman","serif"">  

<p class="MsoListParagraphCxSpLast" style="margin-left:0in;mso-add-space:auto; text-indent:.5in;line-height:200%"><span style="font-size:12.0pt;line-height: 200%;font-family:"TimesNewRoman","serif"">

<p class="MsoCommentText">   EXCELLENT  introduction! <p class="MsoCommentText">   Again, another great section. <p class="MsoCommentText">   Who were the researchers? <p class="MsoCommentText">   Nice work on the research questions. <p class="MsoCommentText">   OUTSTANDING! Best in this class. <p class="MsoCommentText">   I like this sentence. <p class="MsoCommentText">   This is an okay citation for this course. However, if you wanted to publish this study, I would seek a peer reviewed source. <p class="MsoCommentText">   Good. <p class="MsoCommentText">   Good question. <p class="MsoCommentText">   You really nailed this literature review. The synthesis of the existing literature was outstanding. <p class="MsoCommentText">   Good point. <p class="MsoCommentText">   This is really great work on the sample selection. <p class="MsoCommentText">   This was so detailed that any researcher could pick this up and duplicate your study the next day. Very, very good! <p class="MsoCommentText">   Nice table, APA compliant. <p class="MsoCommentText">   Good information and glad that you included it in your research. <p class="MsoCommentText">   You left nothing to chance. Great job. <p class="MsoCommentText">   My only suggestion for this section is to name the potential statistical procedure that you plan on using. <p class="MsoCommentText">   good deduction.vv