Center Tutors Research Articles

Enhancing Institutional Performance of Tutoring Centers in Kuala Lumpur: The Role of Document-Based Budget Management

Effective budget management is pivotal for any institution, acting as a linchpin for informed decision-making. Central to this study is the exploration of how document-based budget management applications can substantially augment the quality of institutional performance. Specifically, this research focuses on the Jalan Kebun Tutoring Center, which serves the children of Indonesian expatriates employed in Selangor, Malaysia. The chosen methodological approach for this study is applied research via a case study format. Data interpretation relies on comparative descriptive analysis. The research progression encompasses several stages: needs identification, application development, testing, results revision, and, finally, implementation. The findings underscore the escalating demand for a dedicated application to streamline financial accounting processes. This urgency is heightened by the expansive growth of institutions and the increasing demand from various stakeholders for transparent financial reporting. Notably, the pilot testing of the application affirmed its capacity to bolster speed, precision, and efficiency in disseminating crucial financial information to relevant parties. An essential recommendation stemming from this study is the potential integration of this financial application with academic processes. Such an integration could present a holistic view, offering comprehensive information that bridges both academic and financial spheres, ensuring a unified institutional management approach.

POWR: A Framework to Bridge Research Planning and Dissertation Writing in Engineering and Information Technology

<bold xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">Problem:</b> A Ph.D. is an extended study that requires an initial plan to conceptualize a research project, which is then refined, with results presented in a written dissertation. Diverse entry pathways to research mean that many Ph.D. candidates may experience difficulties in conceptualizing, aligning, and writing up their projects. Thus, there is a need for an effective framework to help students conceptualize their research, as well as a mechanism to transfer it to writing in the required genres. <bold xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">Key concepts:</b> The key concepts for this tutorial center on two fundamental groupings: sociocognitive and sociocultural planning processes, along with genre dissertation writing. <bold xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">Key lessons:</b> We present the Plan, Organize, Write, Research (POWR) framework. POWR proposes a way to link a sociocognitive and sociocultural planning process and the structuring of research communication. The framework has two stages: POWRa and POWRb. POWRa provides a way to conceptualize the iterative planning process underpinning a long-term project, and provides a bridge to POWRb, the more formal genre communication of the project, through the dissertation document. <bold xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">Implications for practice:</b> The tutorial provides a framework to articulate a research project in a supervisory and team environment. It uses terminology and structure relevant to engineering and information technology theses to illustrate the framework. The framework provides an iterative decision-making structure that is systematic, explicit, and equitable for research project planning and transfer into the writing genre of doctoral dissertations.

The Effect of Accompaniment Music on the Concentration and Learning Outcomes of Grade VIII Students in Alpha Omega Education Tutoring Center

Feeling fed up and bored in learning mathematics occurs because of the imbalance between the right brain and the left brain, by forcing the brain to work very hard, can cause fatigue in the brain which results in a decrease in the concentration of students, especially mathematics. One method that can be used to increase concentration that can make the brain can relax in learning mathematics is to listen to classical music. The results of this study showed that there was a difference in the average grade of experimental classes that used accompaniment music while learning and control classes with learning without accompaniment music, obtained the average score of the experimental class posttest was 88.00 while the control class was 76.00 and the test calculation of the difference in the average score of the experimental class posttest and control classes was obtained tcount = 2.74 &lt; ttable = 2.05, Which means that music affects concentration and improvement of student learning outcomes.&#x0D; Keywords: Music, Concentration, Learning Outcome

Pemanfaatan Framework Codeigniter Dalam Pembuatan Sistem Informasi Bimbel Bahasa Inggris Berbasis Web

The Pontianak English Village Tutoring Center is one of the institutions engaged in English education. The system applied still uses book media for recapitulation or report presentation. The problem that becomes an obstacle for the English village is that the admin who processes the data often makes mistakes and delays in recording and making reports. Therefore, this study describes the creation of a web-based English tutoring information system using the Codeigniter framework in assisting the required information system. In addition, in this study the author uses a descriptive method and the waterfall model. This information system consists of three users, namely: admin, student, and owner. Where the admin can manage all menu data consisting of registration confirmation, student payments, schedule input, classes. Students register, pay, and re-register. While the owner sees the report data that has been inputted. This web-based tutoring information system is expected to help Pontianak English Village in recording all existing activities and students who want to register do not need to bother coming to the place, only using mobile phones can register and make payment transactions using the website

Relationship Betweenparticipant’s Learning Readiness Educate Through Onlinewith the Learning Results on English Courses

This research is based on the low learning outcomes of students online in English courses at the English Tutorial Center Padang, it is suspected that there is something to do with students' readiness to learn. The purpose of this study is to reveal: (1) a description of students' readiness to learn online, (2) student learning outcomes in English courses at the English Tutorial Center Padang, and (3) reveal the relationship between students' readiness to learn online and learning outcomes in the English course at the English Tutorial Center Padang. This type of research is descriptive correlational research through a quantitative approach. The population of this research is English course students for the period of July - August 2020, totaling 35 people and a sample of 70%, namely 24 people with cluster random sampling technique. The data collection technique used is a questionnaire and the tool used is a questionnaire. The data analysis technique used the percentage formula and the spearman rho formula.The results of this study indicate that: 1) students' online learning readiness in English courses at the English Tutorial Center Padang is low; 2) student learning outcomes in English courses at the English Tutorial Center Padang are low; 3) there is a significant relationship between students' readiness to learn online and their learning outcomes in English courses at the English Tutorial Center Padang. The suggestion of this research is that the manager of the English course at the English Tutorial Center Padang should provide facilities that will be used during learning so that it can foster enthusiasm and readiness to learn students. Instructors should be creative when using learning media so that they can bring up the enthusiasm and readiness of students to learn in the implementation of learning activities.Keywords: Learning Readiness,Learning Outcomes

Post-Ban Era of Private Tutoring Practices in Tanzania

Abstract Private tutoring continues in Tanzania, twenty-one years after its being officially banned. Despite the 1999 ruling, overtly organised private tutoring continues unabated through established infrastructures. This study focuses on the private tutoring centres in the Iringa Municipality. The data was collected by engaging with their owners and with the students, teachers and parents who participate in sustaining these services. Irrespective of its modus operandi, the tenacious practice of private tutoring signals an on-going demand, reinforced by the egregious gaps in the supply of education as it is delivered by formal systems nationally. Hungry for the highest standard of education for their children, parents seek to fulfil this manifest need through these auxiliary channels.

MAIN SOURCE OF TEACHERS’ SELF-EFFICACY IN INDONESIAN TUTORIAL CENTRE’S TEACHERS: UNDERSTANDING PUPILS’ NEEDS

This study is a preliminary research study on enhancing tutorial center teachers' self-efficacy through lesson study, which aims to identify sources of teachers' self-efficacy in facilitating engagement for students, implementing instructional practices, and managing the classroom, and their impacts on teaching and learning. The study used a qualitative content analysis method, and data were analyzed by hand. Data collection is from an online focus group and individual interviews with five tutorial center teachers with a small group learning method in Indonesia with eleven self-efficacy questions. The participants consisted of three female teachers of 22, 32, and 33 years old and two male teachers of 18 and 24. All teachers teach high school levels with various teaching experiences from six months to fourteen years. Their teaching subjects are consistent with their educational background; four teachers taught more than one subject, and one teacher taught only one subject. The finding shows tutorial center teachers' self-efficacy in facilitating student engagement, instructional practices, and classroom management, and understanding pupils' needs as the primary source of teachers' self-efficacy. Mastery experience is the other source of self-efficacy for tutorial center teachers. Teachers' self-efficacy affected their teaching performance and ability to promote proper time management and good communication skills.

COMPETENCY ANALYSIS; GRADUATE DEPARTMENT OF EDUCATION ADMINISTRATION - UPI

Education of Administration programs is one of the discipline study about how to plan and develop all resources. As graduates who pursue education profession, absorption S1 graduates majoring in Educational of Administration has not fully relevant job with its competence. The aim of this study was to obtain a profile of the S1 graduates majoring in Educational of Administration of work in the office and the Department of Education Cimahi and Tutoring Center of Ganesha Operation section Elementary School Marketing Center in Bandung in Three research focus are: 1) Competency Profile S1 Department of Educational Administration in the field of work, 2) Relevance of courses, and 3) self-actualization S1 graduates majoring in Educational Administration. This is a source of research data Cimahi Secretary of Education, Staff Sub-Division and Reporting Program, Section Chief Marketing Promotion and Marketing Staff. The method used is descriptive method with qualitative approach. The data was collected through interviews, observation, and documentation. Based on the findings and analysis in the field that 1) Competence S1 graduates majoring in Educational to Administration can meet the competency areas of work, 2) Subjects Administration Education S1 majoring in accordance with with the field work, and 3) self- Actualization S1 graduates majoring in Educational Administration at field work. The recommendation is based on the results of the empirical findings for: 1) Fulfillment by KKNI Competency Standards, 2) Model Profiles S1 graduates majoring in Educational Administration, 3) Development of programs majoring in Educational Administration, and 4) Optimization of Facility Development Department of Educational Administration.

Deskripsi Proses Pemberian Ganjaran dan Hukuman oleh Instruktur Kepada Peserta Didik di Lembaga Kursus English Tutorial Centre Padang

This research is motivated by the high participation of learners English in the course of English Tutorial Center Padang, visible high level of attendance, liveliness and discipline of learners. Researchers suspect that the cause of the high participation of learners is due to the process of reward and punishment by the instructor in the learning activities. This study aims to describe the process of reward and punishment by instructors in English learning activities. This type of research is quantitative descriptive research. The population in this study were all students totaling 500 people. Sampling technique used is cluster sampling, samples taken at each level/study group as many as 50 people. Data collection techniques using questionnaires. While the data collection tool use a list of statements. Data analysis techniques use a percentage formula. The results show that rewards in of point, reward, and praise are categorized both given by the instructor, as well as punishments in prefentive and repressive forms categorized well given by the instructor. This is evidenced by the majority of students expressing "often" from each statement given.Keywords: Reward, Punishment, Participation

Directive and Nondirective Tutoring in Writing Centers and Korean Writing Center Training

The purpose of this paper is to enhance the understanding of nondirective and directive tutoring associated with writing programs of writing center. In this paper, extensive literature review was made on the discourse concerning nondirective tutoring, directive tutoring, and second language (L2) writer tutoring. This research is aligned with many researches that suggests the need to balance nondirective and directive methods of tutoring. In practice, writing centers tend to use nondirective tutoring approach extensively. However, the importance of balancing it with directive approach should not be ignored. The two main complementary features of nondirective approach are the high level of social interaction it allows and the convenience in evaluating students' level of understanding and limitations by constantly asking questions to students. The main complementary feature of directive approach would be providing students a 'model' writing especially for beginners and especially for L2 writers. Also, this paper examined Yonsei university writing center's tutor training and concluded that Korean writing centers also favor nondirective method excessively and needs to accommodate directive tutoring in their writing center tutor discipline.

El ocio en las escuelas públicas del Quindío (Colombia): reflexiones en clave pedagógica

Objetivo: conocer el sentido que se le otorga al ocio en el ámbito escolar, en tres escuelas públicas del departamento del Quindío. Metodología: investigación de tipo cualitativo; su diseño es asumido desde la complementariedad etnográfica y se utilizó, para el análisis de las categorías emergidas, la Teoría Fundamentada (Strauss &amp; Corbin, 2002), con la ayuda de la herramienta de análisis cualitativo Atlas-Ti.7.15. Hallazgos: para la comunidad educativa, objeto de este estudio, el ocio escolar es más que una simple actividad cuya base de intervención gira en torno a unos mínimos de ocio que se resignifican en los sentires, deseos, discursos e imaginarios que lo interpretan, nombran, y que la sociedad ha instalado a partir de una configuración histórico-socio-cultural de ocio. Conclusiones: abordar el ocio asociado a lo escolar, es el resultado de la interrelación de un conjunto de factores que ofrecen una amplia gama de posibilidades para dotarlo de sentido, provocando nuevos procesos y construcciones de saberes sobre él como fuente de desarrollo humano, personal y social de la comunidad educativa.

Technology Versus Quality Education in an Underdeveloped Region: A Case Study of UNISA Students in Former CISKEI Homeland in Eastern Cape

NOTE: THIS ARTICLE WAS PUBLISHED WITH THE INFORMING SCIENCE INSTITUTE. Aim/Purpose................................................................................................................................................................................................. This paper seeks to show how University of South Africa (UNISA) is using technology to connect lecturers, tutors and students of [UNISA] in an underdeveloped region in South Africa (SA) to reduce cost and time of travelling to access information, tutorials and help [available] in designated centers, hence making quality and higher education more accessible and less costly. Background................................................................................................................................................................................................. This empirical study gives evidence to back the effectiveness, helpfulness and cost reduction of using technology as a medium of making quality and higher education accessible to under developed regions. Methodology................................................................................................................................................................................................. Quantitative and purposeful sampling was deemed appropriate for the study, whereby 200 questionnaires was developed and specifically distributed to UNISA students from former Ciskei towns at East London Tutorial Center. Contribution................................................................................................................................................................................................. The paper is about the usage of mobile technology for knowledge creation and dissemination, instruction and learning, The data generated and presented add to the knowledge base about underdeveloped countries. This data and the conclusions reached based the analysis could be of interest to researchers, university administrators, politicians, planners and policy makers in underdeveloped countries. Findings......................................................................................................................................................................................................... Evaluation of the overall effectiveness, helpfulness and cost reduction of e-tutorials show a slight advantage over the face-face tutorials. Recommendations for Practitioners............................................................................................................................................................. In the quest for ways and means of making quality and higher education accessible to underdeveloped regions, no matter which medium is chosen, the periodic measurement of success in terms of effectiveness, helpfulness, and cost implication in relation to the learner cannot be over looked. Recommendation for Researchers.................................................................................................................................................................. More work needs to be done to check the effectiveness of technology as an efficient medium to provide access to quality and higher education to underdeveloped regional economies. Impact on Society.............................................................................................................................................................................................. The results could have significant implications for raising the level of education and advancing employment equity by improving the delivery and accessibility to quality and higher education to underdeveloped regional economies. Future Research................................................................................................................................................................................................. The analysis of cost efficiency and effectiveness done in this work is just representative of one point of view: the student one of accessibility and cost. There is, however, need in future work to research the implications for the institutions of higher education (in terms teaching design, curriculum design, knowledge of individual learning types, need for change in and rate of change in knowledge view, learning philosophies), individual stakeholders, and the competitive re-positioning of society.

Incidencia de la formación docente en evaluación pedagógica: egresados Universidad Católica de Manizales

Objetivo: dar a conocer la incidencia de la formación de los docentes-egresados de la Especialización en Evaluación Pedagógica, centro tutorial Manizales, de la Universidad Católica de Manizales, en el escenario donde desarrollan su práctica evaluativa. Metodología: investigación de corte etnográfico. Se analizan las prácticas evaluativas de doce docentes egresados de la Especialización y que laboran en seis instituciones públicas de Manizales. Se utilizaron como herramientas de recolección de información la observación participante y la entrevista etnográfica. Después de realizar una codificación manual agrupando por recurrencias y relacionando los datos por categorías, se utilizó el programa Atlas.ti para descartar la información irrelevante y confirmar unidades semánticas. Hallazgos: se evidencian perspectivas positivas de aplicación en las clases observadas frente a la reflexión de sus prácticas evaluativas, encontrando novedosas formas de evaluar adaptadas a cada contexto, según las múltiples posibilidades de la educación integral. Conclusiones: el texto es una invitación al reconocimiento de las transformaciones, formación y emergencias constantes que afrontan los docentes y sus posibilidades de encuentro.

The “magic” of tutorial centres in Hong Kong: An analysis of media marketing and pedagogy in a tutorial centre

Why do more than three-quarters of Hong Kong’s senior secondary students flock to tutorial centres like moths to light? What is the “magic” that is driving the popularity of the tutorial centre enterprise? Indeed, looking at the ongoing boom of tutorial centres in Hong Kong (there are almost 1,000 of them), it is difficult not to ask these questions. This paper examines the phenomenon of tutorial centres in Hong Kong and seeks to understand what draws students to these centres. Combining theories of marketing semiotics and emotion studies, the author investigates the pivotal role of media marketing in generating the “magic” of tutorial centres, whose advertising strategy includes, for example, a display of billboard posters featuring stylishly-dressed “celebrity teachers”. The author reviews some of the literature available on the subject of tutorial centres. In a case study approach, he then maps out the pedagogy he observed in an English tutorial class, seeking heuristic insights into the kind of teaching students in the study were looking for. He argues that part of the “magical” attraction of what are essentially “cram schools” is their formulaic pedagogy of teaching and reinforcing exam skills. Finally, the paper considers the social implications of the tutorial centre industry in terms of media marketing of education and unequal access to tutorial services.

The private tutoring industry in Taiwan: government policies and their implementation

Previous studies show that attending private tutoring has become a necessity to many primary and secondary students in East Asia. Educational policies and their effective implementation are crucial to guarantee the healthy development of the private tutoring industry and thus protect the rights of students and their families. Under the framework of educational privatization, the paper discusses the evolution and characteristics of educational policies on the private tutoring industry since the mid-twentieth century in Taiwan. With documents and data mainly obtained from the website of the Short-term Supplementary Private Tutoring Section of the Taipei Education Bureau and field visits to Taipei city, the paper summarizes three strategies used by the Taipei government for implementation of policies. It concludes that educational policies on the private tutoring industry in Taiwan follow a privatization pattern of “market mechanism and government regulation”. The government does not provide or finance private tutoring centres in the market, but regulates them with strict and detailed rules. The comparison of the Taiwan case to other East Asian societies and its implications are also discussed.

Does private tutoring increase students’ academic performance? Evidence from Turkey

This paper investigates the effectiveness of private tutoring in Turkey. The authors introduce their study by providing some background information on the two major national examinations and three different kinds of tutoring. They then describe how they aimed to analyse whether attending private tutoring centres (PTCs) enhances Turkish students’ academic performance. By way of multiple linear regression analysis, their study sought to evaluate whether the impact of private tutoring varies in different subject areas, taking into account several student-related characteristics such as family and academic backgrounds as well as interest in and perception of academic success. In terms of subject areas, the results indicate that while private tutoring does have a positive impact on academic performance in mathematics and Turkish language, this is not the case in natural sciences. However, as evidenced by the effect sizes, these impacts are rather small compared to the impacts of other variables such as interest in and perception of academic success, high school graduation fields of study, high school cumulative grade point average (CGPA), parental education and students’ sociocultural background. While the authors point out that more research on the impact of further important variables needs to be done, their view is that school seems to be an important factor for determining students’ academic performance.

Does Private Tutoring Increase Studentss Academic Performance? Evidence from Turkey

This paper investigates the effectiveness of private tutoring in Turkey. The authors introduce their study by providing some background information on the two major national examinations and three different kinds of tutoring. They then describe how they aimed to analyse whether attending private tutoring centres (PTCs) enhances Turkish students’ academic performance. By way of multiple linear regression analysis, their study sought to evaluate whether the impact of private tutoring varies in different subject areas, taking into account several student-related characteristics such as family and academic backgrounds as well as interest in and perception of academic success. In terms of subject areas, the results indicate that while private tutoring does have a positive impact on academic performance in mathematics and Turkish language, this is not the case in natural sciences. However, as evidenced by the effect sizes, these impacts are rather small compared to the impacts of other variables such as interest in and perception of academic success, high school graduation fields of study, high school cumulative grade point average (CGPA), parental education and students’ sociocultural background. While the authors point out that more research on the impact of further important variables needs to be done, their view is that school seems to be an important factor for determining students’ academic performance.

Sensitivity Analysis of Optimum Tutor Staffing Schedule using Discrete Event Simulation

This study utilized the discrete-event simulation (DES) approach to optimize the daily tutor cost for the Unified Tutoring Center, located at the Daytona Beach campus of Embry-Riddle Aeronautical University. The simulation model was built using Arena version 12, and the objective of the study was to determine an optimum tutor staffing schedule to reduce operating costs, while also servicing as many students as possible and with the students experiencing a minimal wait time. Data was collected by videotaping four weeks (or 20 nights) worth of evening tutoring sessions. Two models, the General Study Room and the Physics & Chemistry Lab, were validated by comparing the observed tutor utilization with the model’s output utilization. A sensitivity analysis was conducted on both models based on average waiting time, maximum waiting time and maximum tutor utilization. A more practical tutor staffing schedule was found for the General Study Room and the Physics & Chemistry Lab, yielding an overall decrease in the weekly operational cost of tutors by $178.50.

Does Private Tutoring Increase Students' Academic Performance? Evidence from Turkey

This paper investigates the effectiveness of private tutoring in Turkey. The authors introduce their study by providing some background information on the two major national examinations and three different kinds of tutoring. They then describe how they aimed to analyse whether attending private tutoring centres (PTCs) enhances Turkish students’ academic performance. By way of multiple linear regression analysis, their study sought to evaluate whether the impact of private tutoring varies in different subject areas, taking into account several student-related characteristics such as family and academic backgrounds as well as interest in and perception of academic success. In terms of subject areas, the results indicate that while private tutoring does have a positive impact on academic performance in mathematics and Turkish language, this is not the case in natural sciences. However, as evidenced by the effect sizes, these impacts are rather small compared to the impacts of other variables such as interest in and perception of academic success, high school graduation fields of study, high school cumulative grade point average (CGPA), parental education and students’ sociocultural background. While the authors point out that more research on the impact of further important variables needs to be done, their view is that school seems to be an important factor for determining students’ academic performance.

Do boys need different remedial reading instruction from girls?

Recent inquiries into the underachievement of boys in reading have called into question whether they require different forms of reading instruction from girls. A number of reading programs and initiatives have been developed to address this issue, including programs based on increasing boys' motivation, improving behaviour, embracing the use of computers, and so forth. The aim of the present study was to test the hypothesis that effective remedial reading instruction is equally effective for boys as well as girls. The sample comprised 398 low-progress students (239 boys, 159 girls) in Years 5 and 6, who attended an off-site tutorial centre for two school terms between the years 2005 and 2010. All boys and girls in the sample participated in the Schoolwise Program, a non-categorical, empirically-based reading program, for three hours daily. Participants were assessed pre- and post- intervention on five reading and related measures. Both boys and girls made substantial gains, analyses of covariance confirming that their rates of progress were very similar. Small effect sizes were also reported. It is concluded that boys and girls do not require different forms of reading instruction if both are provided with effective systematic remedial reading instruction.