Chairperson, Graduate Committee: Walter WoolbaughFarrell, Anna Caitlin2018-04-032018-04-032017https://scholarworks.montana.edu/handle/1/13658The study was focused on an intervention program known as Friday School. The purpose was to see how the intervention program affected student achievement in science. The data were collected based on non-treatment and treatment phases during the opening two quarters in the 7th grade, which had 64 students. During the eleven sessions data was collected there was a total of 70 attendees. There were a variety of methods in which data were collected. Students were given a survey to fill out after attending a session, this asked for their attitude, opinion on how helpful they felt it was and what they worked on. A teacher journal was kept to collect qualitative data that was observed. The treatment phase implemented five different study skills: fun lab, vocabulary, notebook organization, study sessions and one-on-one help. Results indicate that students academically benefit by attending the program. Students who show up had good attitudes towards attending and found the program helpful. Some study skills that were implemented during the treatment phase, showed that students will improve their engagement in science and may receive better test/quiz scores. This study showed that tutoring intervention programs are needed in education to help students be more successful.enTutors and tutoringMiddle school studentsStudy skillsAcademic achievementProfessional PaperCopyright 2017 by Anna Caitlin Farrell