Student Tutors Research Articles

Shadow Education and Parental Involvement: A Study on the Double Reduction Policy in China

In 2021, the Chinese government issued a policy to ease the burden of excessive homework and off-campus tutoring for students undergoing compulsory education. This policy is also known as the "double reduction policy". This study will review the research on shadow education and parental participation and consider shadow education as a component of parental involvement in China. It also exemplifies the paradox between the act of reducing the burdensplaced on students by education policies and the intense competitiveness in exams, which is seen to be a key component of shadow education. Parents actively seek shadow education alternatives and are vocal about their dissatisfaction with the policy. This study will assist researchers in studying the implementation of the double reduction policy, understanding the worry and anxiety parents experience, and making recommendations for future policy modifications.

IMPLEMENTATION OF TUTOR’S SUPPORT MODEL IN HIGHER EDUCATION

The article under discussion describes tutor’s support models which can be used in implementing tutor’s support process in domestic higher educational institutions. The author of the article considers that introducing the practice of student tutoring is an important and necessary measure because the tutor helps the student to build a subjective position in education. It contributes to the development of young specialist's awareness of his place in the educational space.

Student Tutoring: Language Observations and Schedule for ESL That Immigrated at A Young Age

With the development of technology, how could we consider and reflect on language exposure and benefits from electronic products. The scaffolding is a very effective teaching strategy for bilingual learners. We cannot have as much exposure to English as native speakers do due to several practical issues, and our reliance on our native tongue is strong. Therefore, it is essential to create a clear study step diagram. These issues include: (1) How to make adjustments throughout micro scaffolding in order to help students improve the weakness of English skills. (2) How could teachers design class sessions and what teachers should take into account? (3) How feedback works for students and how could teachers design a ideal assessment and feedback which could make the development and inspiration simultaneously?

The Relationship Between Optimism and Anxiety Before the TNI-Polri Test

This research was motivated by the phenomenon of students experiencing anxiety before the TNI-Polri test. Characterized by fear or individual appearance, the feeling that something bad is about to happen. This study aims to determine the relationship between Optimism and Anxiety before the TNI-Polri test on the TNI-Polri tutoring students. This research is a type of correlational quantitative research. The variables in this study were optimism as the independent variable and anxiety as the dependent variable. This research was conducted at the TNI-Polri tutoring center with a sample of 60 students from the entire population, which were taken using the saturated sampling technique. The data collection technique used two Likert model psychological scales, namely the optimism scale and the scale before the TNI-Polri test. Analysis of the data used is Pearson Product Moment correlation with the help of SPSS 18 for windows. The result of the correlation coefficient is -0.396 with a significance of 0.002. Which implies a negative relationship between optimism and anxiety ahead of the TNI-Polri. The effective contribution of optimism with anxiety ahead of the TNI-Polri test is 15.7%.

Does the Expert-based Collective Advising Mechanism Promote Educational Equity? Experience from China

The Expert-based Collective Advising Mechanism (ECAM) was embedded in the open online tutoring project to provide free tutoring for rural students and to help them improve their academic performance, and thus, to solve education inequity. Taking urban and rural students in Tongzhou District of Beijing as the objects, this study gathered data on the tutoring frequency, the durations students received tutoring, the number of teachers who tutored the same student, and the students’ academic performance. The tutoring behavior and academic performance of rural and urban students were compared. The results showed that the ECAM could improve students’ academic performance. Rural and urban students who received tutoring got the same degree of performance appreciation. Finally, gender, school type, and tutoring duration predicted academic performance positively.

The Effectiveness of Reciprocal Peer Teaching in an EAP Class

Peer teaching refers to the process of students teaching other students and has been applied in various contexts because of its positive impact on student academic performance as well as its social and cognitive values. Yet, most research on peer teaching tends to be long-term programmes with fixed student tutors and is mostly conducted in the field of science. This research, therefore, aims to examine the effectiveness of reciprocal peer teaching in a 50-minute EAP lesson to undergraduate students in a transnational university in China. Students alter their roles to teach and be taught by their peers on provided materials. Retention of knowledge was tested after 2 weeks to investigate the effectiveness of peer teaching, and a questionnaire-based survey was conducted to gather students’ perceptions of this learning approach. Results show that peer teaching has a positive impact on student retention rate, especially for student tutors. Students’ perception of reciprocal peer teaching is mainly positive but mixed with concerns, particularly regarding unguaranteed teaching quality. Further considerations have been discussed in this regard. Future research is also recommended to expand peer teaching in other teaching contexts and combine peer teaching with other instructional methods to better facilitate learning.

Investigating the tensions and negotiations on the site of peer tutoring in second language writing in higher education

Critical self-reflection, a process of self-examination and self-evaluation, facilitates introspective learning, which is a highly valued active learning technique and hence frequently employed in higher education. This paper reports on a cross-age fixed-role peer tutoring project where student tutors were required to reflect critically on their tutoring practices. Among several reflective efforts was writing a self-reflection at the end of each semester. 42 self-reflections over 3 semesters were collected. Qualitative analysis of the contents revealed multiple tensions and negotiations on this dynamic site of tutoring that contributed to the success or failure of a tutoring session. By presenting a preliminary framework of interrelated tensions and negotiations in the cross-age fixed-role peer consultations, this paper argues that peer tutoring is a collaborative and cooperative enterprise that is jointly owned and controlled by both the tutor and tutee. This study has theoretical and pedagogical implications for the design of and training for similar peer tutoring programmes in higher education.

Digital Tools for Personal Tutoring for First-Year Undergraduate Students: Harnessing Digital Potential and Fast-Tracking Relationships

Digital Tools for Personal Tutoring for First-Year Undergraduate Students: Harnessing Digital Potential and Fast-Tracking Relationships

A Review on English Homework Design in Compulsory Education under the “Double Reduction” Policy

In 2021, Chinese authorities introduced a set of guidelines to ease the burden of excessive homework and off-campus tutoring for students undergoing compulsory education (the “Double Reduction” policy). As an effective extension of classroom teaching, homework can promote the development of students' personality and core literacy. Research on homework at home and abroad is mainly based on empirical studies, and under the policy of “Double reduction”, this article reviews domestic and foreign researches on English homework design in compulsory education, focusing on the design and correction of homework, homework teaching, homework reduction, and homework reform. And homework research tends to shift from intellectual education to moral education.

Решение задачи обнаружения объекта с помощью нейросетевых технологий

The technique of using neural networks based on the open TensorFlow library is considered. The applied models were previously trained for classification and object detection on open datasets. The problem of detecting the target of the docking unit of the International Space Station is considered. The technique for the pre-trained neural networks using is described in details. The preprint can be used as a tutorial for students studying the design and application of visual data processing algorithms based on neural network methods.

Machine Learning based Tutor Ward System (MLTWS) for Cognitive Learning style Management

Abstract: Many educations sector find it difficult to examine a student's performance on each assessment activities and provide feedback based on cognitive, reflective and psychomotor abilities. It is a difficult task for student tutors to individually assess each student's performance in each category (Remember, Understand, Apply, and Analyze) and provide feedback. As a result, a machine learning model is required to help tutors to evaluate the student performance and provide feedback to students and their parents. It serves as an extension of the student portal, allowing access to all information about students, including their assessment scores. A proposed model is to forecast individual student's and the entire class's strengths and weaknesses in single portal. This enables both teachers and students to adjust their teaching and learning methods as needed. This approach paved a way for tutors spent much more time with their slower learners, treated them with more compassion. Keywords: Machine learning, Cognitive skills, Tutoring, Student portal

Development of an interactive elective "altered anatomy" for students as part of the Z-curriculum according to the NKLM 2.0.

Many patients have undergone visceral surgery. The effects on anatomy and physiology, which can result in further surgical or gastroenterological clinical pictures, are equally significant and require special knowledge. This content should be taught in an interdisciplinary elective course. The draft of the new 2025 approval regulation and the current approval regulation specify that preclinical and clinical content should specifically be combined within the framework of a Z-curriculum and that the new elective course should meet these requirements. Practical and theoretical aspects of recognising and treating patients with postoperative modified anatomy are to be taught and the findings are to be demonstrated using anatomical and artificial preparations. The curriculum of the preclinical course covers anatomy and physiology. The target group of the curriculum is all participating students with a special interest in topics such as anatomy, visceral surgery and gastroenterology. However, the goal is to involve student tutors of the anatomical dissection courses, who, in turn, will pass on knowledge of modified anatomy to the supervised preclinical students. According to Thomas and Kern, the curriculum development process entails the following six stages: general needs assessment, targeted needs assessment, the formulation of goals and content, the description of strategies, planned implementation and evaluation. A "modified anatomy" curriculum for an interdisciplinary elective course in surgery, gastroenterology, and anatomy was developed. Through the training of anatomy table tutors, a "dovetailing" with the preclinical stage is to be achieved. In addition, new concepts related to the transfer of knowledge and competencies were introduced and should be evaluated for suitability.

Campus Globalization Initiatives Aimed at Developing Engineers Capable of Working on the World Stage

NIT, Ube College has been selected for the Global Engineer Project and has been implementing global education, especially for the lower grades of the first through third year, since the 2019 academic year. However, NIT, Ube College has already been conducting mutual exchanges of faculty members and students through academic exchange agreements with overseas educational institutions for more than a decade. In 2018, before the coronavirus pandemic broke out, there were 105 students who received language training and specialized experiments and practical training at overseas partner schools during summer and spring long vacations, and 59 short-term international students from those schools. However, there are a significant number of students who are not active in activities conducted both on and off campus, and the challenge is how to involve such students. What we have tried to do is to globalize the campus, and I would like to introduce three initiatives that we have implemented during the past two years of pandemic. The first was to provide online language training and overseas training, and position it as an official course for which credit can be granted. In addition, online English conversation classes were made available to students who wished to take them. The second is the “Global Engineer Lecture Series,” in which alumni with overseas work experience give lectures online. In FY2021, five lectures were held. The third is the implementation of after-school English conversation classes utilizing foreign faculty members and long-term international student tutors, in which many students in lower grades participate, leading to an increase in the level of globalization on campus.

Grab A Tutor: A Decision Support Mobile App for Student Tutoring

Grab A Tutor: A Decision Support Mobile App for Student Tutoring

Plurilingual or not plurilingual? Plurilingual competence and identity of Canadian EAL peers in a francophone post-secondary context

Despite emergent research on Canadian additional language (AL) learners’ plurilingualism in post-secondary and officially monolingual school contexts, challenges persist in implementing plurilingual instruction: learners’ plurilingual identities (PI) and plurilingual and pluricultural competence (PPC) are often ignored in favour of the monolingual native speaker model. To help validate learners’ PPC and PI in AL classrooms, this article discusses parts of the results of a mixed-methods study pertaining to the self-perceived PPC and self-reported linguistic identities of adult English as AL student tutors and tutees (N = 20) in a francophone Montréal college. Data from a PI questionnaire, a PPC scale, and interviews reveal that: tutors tend to have higher PPC and identify as bi- or plurilingual; tutees tend to have lower PPC and identify as mono- or bilingual; a lower PPC level is directly related to identifying as monolingual; factors including AL competence level influence participants’ PI. Implications for AL education are discussed.

Navigating a pathway of professional learning: Travelling the Hero's journey with first year pre-service teachers

Opportunities to investigate the emotionality and sensitivities of teaching are limited in initial teacher education (ITE) programs. Using the hero's journey structure, this paper reports the experiences of sixteen first-year preservice teachers (PSTs) in a 6-week pilot program. Participants volunteered at a community homework club as mentors and tutors of students who had experienced domestic violence. The PSTs' learning path was captured through a range of reflection activities undertaken before, during and after the program. Thematic analysis exposed trust and relationships as important allies on the journey, and reflective practice became an authentic tool to examine an emerging teacher identity.

에듀테크 활용 교육의 효과성 분석

This study is to analyze the educational effects of the edutech content support project targeting vulnerable students. In particular, it was intended to explore the self-directed learning ability among the effects of the edutech content support project. To analyze the improvement in the self-directed learning ability of the vulnerable students receiving the edutech content support, a pre- and post-test was conducted. The study results are as follows. As a result of group difference analysis of self-directed learning ability, there are statistically significant differences by gender, school, and region in the cognitive and behavioral domains. In the affective domain, there was statistically significant difference by school and region. There was no statistically significant difference in pre-post scores for each domain of self-directed learning ability. However, the mean scores were all high in the posterior test. Suggestions through this are as follows. First, a long-term support project using edutech contents is necessary. Second, it is necessary to provide an active mentor service to complement the emotional aspects of students from the underprivileged beyond learning. Third, it is necessary to support edutech services that include support from mentors or tutors for vulnerable students who do not receive active parental protection or academic support.

Assisting Students in Improving the Techniques of Answering Essay Questions in Social Studies at McCoy College of Education through Action Research

The study was carried out at the McCoy College of Education in the Nadowli District of the Upper West Region of Ghana. It seeks to explore ways of assisting students in improving the technique of answering essay questions in social studies. A case studying level 100 students of the McCoy College of Education was carried out where it was found that they are lacking in the area of study. The researcher intends to determine why students in these classes perform poorly in essay assignments and examinations. The researcher sought to investigate to what extent the poor approach to essay writing, poor introduction, paragraphing, and conclusion writing coupled with inadequate expression, periodic essay tests and assignments, inadequate prompt and irregular marking of assignments and quiz scripts, and students' inability to use linking words among others is affecting their written essays in social studies. This phenomenon was ascribed after the study because students are not assessed regularly by essay questions. It is also the case that essay questions are not marked, and tutors do not regularly do assessments of students, a situation that has to do with a large student population, affecting the student–tutor population ratio. The study recommends that the institutions concerned with training teachers make adequate communication studies a hallmark of skills needed for teaching. The study's findings take particular interest in improving teacher trainees' oral and written communication skills and, by extension, their prospective pupils.

Coping in the time of COVID-19: Insights from university students with intellectual disabilities.

For almost two decades, students with intellectual, developmentaland multiple disabilities have attended undergraduate classes at the University of Manitoba, in Winnipeg, Canada as part-time auditing students. They are supported by the Campus Life program. Campus Life employs graduate and undergraduate university students as academic tutors and social role models because they too are immersed in university life. We chose collaborative autoethnography as a research method because we believe in researching and writing with individuals with disabilities, rather than about them. Three student tutor dyads elected to participate in this study. In the context of the pandemic and the switch from on-campus in-person learning to off-campus online learning, we were interested in learning about the changes, challengesor unanticipated benefits they experienced. Each dyad engaged in tutor-led conversations, guided by open-ended questions, and wrote their story. The stories from the three dyads were received and analysed. We found three emergent themes. The first was centred on worries about the health risks of COVID-19, the difficulties they experienced in adapting to online learningand their development of better skills in listening and communicating. The second theme was about the dramatic reduction in their opportunities for social engagement. With respect to the third emergent theme, they recounted some advantages of online learning, noting that it was more accessible, more convenientand safer during a pandemic. For the study participants the shift to online classes and tutoring sessions was surprisingly successful. They became more independent and improved their online communication, time-managementand organisational skills. Social engagement was sorely missed, especially studying and socializing with classmates at university and participating in extracurricular activities. The students also noted some advantages to online learning such as accessibility, convenience, feeling comfortable at home, avoiding transportation to the universityand learning to use new tech tools. The tutors began sharing and learning from each other. This was facilitated by online tutoring roundtables. Our first insight from this study is the realisation that we now have a new medium for tutoring Campus Life students. A second is the need to better understand student social engagement in the online world.

TOEFL untuk Meningkatkan Kualitas Bahasa Inggris Peserta Didik: Pelatihan dan Praktik

TOEFL or known as the Test of English as a Foreign Language is an English test that is used to measure the level of mastery of a student's English through listening, reading, and writing and structural expressions. This test is very useful for high school students. One of the benefits that can be felt by students is as preparation for college level. With good English skills, it will produce a maximum TOEFL score. Community service activities that have been carried out for JAYABAYA Tutoring students using the lecture, discussion, and practice methods of working on TOEFL questions. The lecture method used to motivate as well as deliver the material makes students feel enthusiastic about trying to work on the TOEFL questions. The method of discussion and practice is carried out to determine the level of students' English mastery through the TOEFL test. By providing discussions and opportunities to do TOEFL Exercises, it increases students' motivation to learn English