Data Analysis Of New Implementations To University Tutorial Services

This study reviews satisfaction and effectiveness of new implementations of University Tutorial Services (UTS) on Appalachian State University’s campus. With new technology available, many modifications were put in place to improve the efficiency of scheduling and holding a tutoring appointment. Undoubtedly, for a system to be most effective and successful, the satisfaction of the parties involved is highly significant. To test the satisfaction, we distributed online surveys to four sample groups within the UTS population, including returning tutors, returning students, new tutors, and new students. By splitting the population by its Experience and Role within UTS, we were able to examine the reasons for variation in response data by utilizing statistical tests and prior knowledge of UTS feedback. It was found that Experience was a significant reason for differences in mean response rates in four of the eight questions, but Role and the interaction between Experience and Role were not statistically significant in explaining variation in responses in any of the questions. From here, a contextual analysis provides further background information on potential reasoning for the variation in responses. Following the results and analysis, probable solutions are presented that could assist in further improving the satisfaction of the four samples.