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This study investigated outcomes (achievement, attitude, and retention) of college algebra students who had access to an online tutoring resource using a pre‐posttest control group design. Students in the experimental groups were provided access to an online tutoring service unlike the students in the control group. Both groups had access to other forms of tutorial services available at the university. Collected data included algebra content knowledge test, attitude survey, online tutoring logs, and retention data. The content knowledge gain scores of students in the experimental group who used the online tutoring service (E‐Users) were significantly higher than the students in the experimental who did not use the service (E‐Non‐Users). E‐Users reported better attitudes about help seeking than E‐Non‐Users. More students in the experimental group persisted and remained in the course than did in the control group.
Kersaint et al. (Tue,) studied this question.