CASA Tutors’ Perceptions of an After School Academic Program
Faculty Mentor(s)
Dr. Jane Finn
Document Type
Poster
Event Date
4-11-2014
Abstract
The purpose of this research was to determine how Children’s After School Achievement (CASA) tutors perceived the quality and effectiveness of the CASA program. CASA is collaboration between Hope College and area elementary schools in Holland, Michigan that focuses on assisting at-risk school-age students by providing free after-school tutoring. CASA tutors are undergraduates attending Hope College who are paired with at-risk students to work on reading, math, school assigned homework, as well as life skills. Mixed methods were used to evaluate the tutors’ perceptions, and this paper will focus on the quantitative measures. One hundred and nine tutors completed a survey containing 14 questions regarding interactions with CASA students along with assessment of the program. Data analysis using a one-sample t-test revealed that CASA tutors believed the CASA program built positive relationships, students wanted to read and spend time on homework with the tutor, and that this program met the tutor’s expectations. However, results showed that many believed that the life skills components of the program were not as positively received by students compared to other aspects of the program. A two-way contingency table analysis also revealed that tutors who participated in CASA for college credit benefited more than tutors who did not receive credit. Females enjoyed tutoring to a greater degree, while also recommending the CASA program to a greater degree than males.
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