Abstract
This study aimed to identify the effectiveness of an academic intervention, tutorial classes in particular, as perceived by the students specifically in improving their performance in their English subjects. This study made use of the Tutorial Survey questionnaire adapted from Xixi Lu, et.al. (2003). The questionnaire was distributed to the students who attended English language tutorial classes in a private university. In order to substantiate the information gathered through the questionnaire, interviews were also conducted to selected participants. Results revealed that majority of students who availed the English language tutorials were males. On the other hand, there were more working students who attended the tutorials than the non-working students. The students noted that the tutorial classes for their English subjects were very effective. They perceived the tutorial classes and the faculty tutors positively. Moreover, they were also very satisfied with the tutorial venue and time. The students do not have further recommendations to improve the university’s tutorial classes. The students also added that these tutorials have improved their listening, speaking, reading, and writing skills. For the other academic interventions, the students suggested to have peer tutoring, additional activities or enrichment materials through e-learning sites, and video tutorials for those English subjects with lab components.
Highlights
Tutorial classes have been found to be efficient and effective in bridging the academic gaps of the students, especially those who are at risk (Ogina, 2010)
In a multicultural study conducted by Hof (2014), the results revealed that tutoring had a positive impact on academic performance in India, Israel, Italy and the United States
The students noted that the tutorial classes are “very effective” because of the following indicators: 1.they covered key areas and ideas that were linked to the class lectures; 2. were well-planned and structured; 3. encouraged students to prepare for the summative exams properly; 4. contents were adapted to their needs, improved their academic performance; and 5. covered key areas and ideas that were linked to the class lecture
Summary
Tutorial classes have been found to be efficient and effective in bridging the academic gaps of the students, especially those who are at risk (Ogina, 2010). Do they have an impact on academic performance? According to Guerra-Martin (2014), tutoring is a formal process that involves as a relationship between a more experienced and knowledgeable person that plays a supportive role with a less experienced and knowledgeable person, so as to facilitate that person‟s career and personal development. Tutoring involves several attributes, such as coaching, assessing, facilitating, sponsoring, supporting, guiding, role modeling while involving some interpersonal dynamics such as support, trust, a personal connection, career development, and student empowerment (Guerra-Martín, 2014). Effective tutoring would suggest that this mode of instruction encompasses aspects regarding the tutorials, the tutors, the students, the venue and time, and type of tutorials, among others
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