Abstract
The tutoring of university students is very relevant for the achievement of engineering learning and personal factors are associated with satisfaction, establishing that the knowledge of these factors makes it possible to take measures that contribute to improve tutoring actions. The objective of the research was to establish the association of personal factors to satisfaction with tutoring in engineering students. A quantitative approach was chosen, the design was non-experimental and the association of personal factors with satisfaction with university tutoring. The population consisted of 800 engineering students and by means of probabilistic sampling with a 3% margin of error, the sample consisted of 458 students. The results showed that satisfaction with the university tutor is associated with the factors sex, age and college of origin, obtaining the Chi-square value x2 = 189.618a, 157.728a and 118.106a (p < 0.05); satisfaction with the university tutor associated with factors of sex, age and school of origin, obtained a Chi-square x2 = 189.618a, 157.728a and 118.106a (p < 0.05) and satisfaction with the organization and contents of the tutoring was associated with factors of sex, age and school of origin obtained a Chi-square x2 = 8.876a, 23.189a and 17.327a (p < 0.05). It is concluded that personal conditions are associated with satisfaction with tutoring, with the university tutor and with the organization and contents of tutoring in engineering students.
Highlights
The world is going through a time of crisis and inevitably, there have been serious impacts on education systems around the world
The findings raise implications for the formulation of institutional policies for conducting university tutoring and e-learning to improve student experiences [5]; an aspect that is supported by the numerous studies that have shown the effectiveness of tutors on students [6]
The population consisted of 800 engineering students and by means of probability sampling at 3% margin of error, a sample of 458 engineering students was established
Summary
The world is going through a time of crisis and inevitably, there have been serious impacts on education systems around the world. Schools and universities have been closed and millions of children, adolescents and young adults have been out of schools and universities. In such a context, students reported problems related to lack of tutor support and that they experienced technical difficulties in all groups; engineering students seem to report high motivation and high expectations, many students may fail the course. Personal tutoring is seen as an important support mechanism for students in higher education [2]. The existing personal tutoring system, reported a British University, has for quite some time been in need of review and improvement, as evidence suggests that it is ineffective [3, 4]. The findings raise implications for the formulation of institutional policies for conducting university tutoring and e-learning to improve student experiences [5]; an aspect that is supported by the numerous studies that have shown the effectiveness of tutors on students [6]
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