Tutorial Classes Research Articles

Modelling Student Retention in Tutorial Classes with Uncertainty—A Bayesian Approach to Predicting Attendance-Based Retention

A Bayesian additive regression tree (BART) is a recent statistical method that blends ensemble learning with nonparametric regression. BART is constructed using a Bayesian approach, which provides the benefit of model-based prediction uncertainty, enhancing the reliability of predictions. This study proposes the development of a BART model with a binomial likelihood to predict the percentage of students retained in tutorial classes using attendance data sourced from a South African university database. The data consist of tutorial dates and encoded (anonymized) student numbers, which play a crucial role in deriving retention variables such as cohort age, active students, and retention rates. The proposed model is evaluated and benchmarked against the random forest regressor (RFR). The proposed BART model reported an average of 20% higher predictive performance compared to RFR across six error metrics, achieving an R-squared score of 0.9414. Furthermore, the study demonstrates the utility of the highest density interval (HDI) provided by the BART model, which can help in determining the best- and worst-case scenarios for student retention rate estimates. The significance of this study extends to multiple stakeholders within the educational sector. Educational institutions, administrators, and policymakers can benefit from this study by gaining insights into how future tutorship programme student retention rates can be predicted using predictive models. Furthermore, the foresight provided by the predicted student retention rates can aid in strategic resource allocation, facilitating more informed planning and budgeting for tutorship programmes.

Tools of Language Learning - A Pedagogical Perspective

In the present technological breakthroughs English language learning has turned out to be more receptive, accessible, exciting and challenging task at the same time in terms of implementation. This advancement has made the assigned task more interesting, interactive and thrilled. Though electronic devices cannot substitute a resourceful teacher, these would certainly help to improve receptive skill and at the same time a remedial teaching measures for average learners. One such active source is YouTube videos teaching English grammar to higher secondary students. Lessons on core grammar topics such as Articles, Prepositions etc are presented in an active and engaging manner. These short videos have received adequate attention due to their effective presentation with the help of contextual animated pictures. Mostly inductive methods are applied in these grammar tutorial classes. These videos are released on regular intervals. Furthermore, some of YouTube channels are organizing live sessions by connecting their subscribers through SMS (Short Message Services) alerts. Overall the videos are interestingly designed in a way that to facilitate slow learners also. They can re-play the video recordings as many times as they could. Now-a-days watching YouTube videos is quiet a common phenomenon. Precisely this resource fulfils the specific needs of the students. Thus, these digital devices play an important role in the process of teaching and learning. The paper aims at analysing a few learning videos of English grammar for higher secondary school students in terms of their usefulness and effective pedagogical aspects.

A Statistical Analysis of Vietnamese High School English Test Score Data

This statistical study, perhaps the first of its kind in Vietnamese academia, has tried to understand the patterns in high school students’ pre-college national exam test scores which hold tremendous significance in students’ college or university admissions. English belongs to one of the three mandatory subjects (the other two being Mathematics and Literature) where students must be tested as part of their overall evaluation. However, since English is a foreign language for the learners, many high school students, especially those from rural areas, struggle to attain an acceptable level of proficiency. Meanwhile, a good proportion of students, particularly those in urban areas and with their own substantial financial resources, do attend extra tutorial classes to gain an edge in English proficiency. In this study we have analyzed the provincial mean and median test scores over a period of three years (2019, 2020 and 2021). It has been noted that a province’s aggregate performance depends heavily on - (i) the province’s per capita gross domestic product (PCGDP), which measures a province's economic prosperity; and (ii) the average number of students per high school (ANSHS) which indicates the overall competitive environment the students encounter which helps them sharpen their language proficiency.

Empowering SSC Learners with Disability at Bangladesh Open University through Open and Distance Learning

Disabilities are a major problem that frequently causes affected people to be socially excluded in Bangladesh. Recognizing the value of inclusive education, Bangladesh's national strategy for 2010 placed a strong emphasis on the necessity of integrating excluded groups, such as people with disabilities, into the educational system. Open School (OS) of Bangladesh Open University plays an important aspect of educating a wide range of people who have not taken part in the traditional educational system. However, the nationwide broadness of these programs and the different entry-level characteristics of the participants complicate delivering effective education. Misconceptions often arise among learners regarding printed text materials and tutorial classes, exacerbating the situation. Furthermore, a lack of coordination makes these problems worse. This study attempts to investigate how learners with disabilities, including those with autism and physical disabilities, feel about these programs. It aims to pinpoint areas for improving program quality and offer insightful information about the socioeconomic circumstances and academic possibilities of students with disabilities. The research's findings are meant to help Bangladesh Open University's faculty, administrators, and policymakers improve and develop these programs for all students, regardless of their skills or limitations

Online physics tutorial using problem-solving worksheet: A case study with preservice science teachers

The research-designed worksheets have been shown in our previous study. They could help engage students during lectures and tutorials. However, it was implemented only in face-to-face teaching. This study aimed to investigate if the worksheet can also help engage students as well as facilitate effective teaching in an online tutorial class. The basic concept of force and motion, particularly a free-body diagram, was applied. The worksheet was structured into three task boxes: 1) interpreting a situation, 2) identifying variables, and 3) drawing the diagram. The approach was trialed with 30 preservice science teachers. In the tutorial, the lecture was reduced to the minimum and the discussion based on the activity in the worksheet was encouraged between students and between students and teacher. Open-ended questions were used as pre- and post-tests to examine students’ understanding. A video clip investigated the interaction during the classroom. The results from the SOLO levels showed that most student difficulties found in the pre-test were reduced. Prior to the tutorial, some students could not identify the forces on an object correctly. After the tutorial, their understanding improved. The normalized gain was in the high-level judging from the post-test. The students’ reflections also revealed positive feedback.

Class participation points and postgraduate business students’ engagement: the case of a UK university

ABSTRACT This article seeks to demonstrate how class participation points enhance students’ engagement in response to the increasing quest for pedagogic practices to enhance engagement. This investigation is based on a six-week field study of three tutorial classes of postgraduate business management students and six semi-structured interviews with two students from each tutorial class in a UK university. The findings suggest that class participation points are useful for enhancing student engagement. Additionally, the study uncovers the role of inclusive learning strategies and autonomous support in complementing class participation points for enhancing students’ behavioural, cognitive, and emotional engagement. In particular, while the methods of class participation points, inclusive learning strategies, and autonomous support facilitate students’ behavioural and cognitive engagement, a supportive climate is considered to enhance students’ emotional engagement. The study also identifies other relevant stakeholders who can work with lecturers to facilitate engagement rather than operating in silos.

“Nursing students' social representation of tutorial classes in learning process: Qualitative study”

Tutorial guidance, allows nursing students to develop soft skills. The aim is to understand the social representation of nursing bachelor's degree students on tutorial guidance classes. Qualitative, descriptive-exploratory study, guided by the theory of social representations. Data collection was performed through a free word association test delivered to undergraduate nursing students. The social representation of fits into the framework of an active learning methodology. Students should be prepared for assuming an active role.

Learning Through Augmented Reality: The Indonesia Open University Experience

Augmented reality is a combination of the real dan virtual worlds that has an opportunity to be an integrated learning medium in online tutorial classes. The potential of augmented reality with multimedia capabilities creates an immersive learning environment. TPEN4314 Produksi Media/ TV course is a course that requires practice through augmented reality media for students in Open University specifically in the Educational Technology study program. This study aims to investigate the correlation between the experience of using augmented reality with student learning motivation, engagement, and acceptance of technology as well as the influence of the three variables on the experience of using augmented reality. The research method used quantitative with Likert Scale questionnaires and data analysis with multiple regression tests. The result of the analysis showed that there was a correlation between the variables of augmented reality experience and the three independent variables that affected the dependent variable. It is hoped that this research can contribute to tutors and learning media developers to design learning media that facilitate the independence of distance student learning to achieve the goal of competency in practical courses so that students get a meaningful learning experience.

A Study on the Effect of Participating in Tutorial Courses on Happiness During the Summer Break of Thai High School Students in Bangkok

During the semester break of high school years, one of the most common activities of students is taking tutorial courses, as most students consider this interval to be the preparation time for entering their dream school. The attitude of each student toward tutorial courses is very different; some are very happy to attend, while others are not happy at all. Happiness plays an essential role in high school students’ lives during the summer break since happiness helps students relax and also increases their productivity. Thus, we are curious about the effect of tutorial courses on the happiness of Thai high school students in Bangkok. In order to determine the correlation between these two factors, we decided to conduct a cross-sectional survey. The data was collected by sending questionnaires about the effect of participation in tutorial courses on happiness to students in various high schools in Bangkok. We received a total of 324 respondents, who are from various types of high schools, including public, private, international, and home schools. Statistical Product and Service Solutions (SPSS) was used for data analysis. The results show no significant relationship between tutorial courses and happiness, which include: 1) the number of tutoring hours taken per day (P-value = 0.342), 2) the duration of the semester breaks (P-value = 0.727), 3) the number of days to take tutorial courses in a week (P-value = 0.319), and 4) the type of tutorial courses taken (P-value = 0.221). This research has most of the respondents studying in public schools and studying in grade 12, so this might be the reason that extra tutorial classes do not affect happiness. This research helps us understand whether there is a relationship between happiness and taking tutorial courses during summer break, and also provides us with information for further research.

Improving engagement in large undergraduate statistics tutorial classes

We investigate whether introducing the mobile polling system Poll Everywhere had a positive impact on student engagement in large tutorial classes of a second year undergraduate statistics module. In particular, a short quiz facilitated by Poll Everywhere was introduced at the beginning of the tutorial in order to promote active participation. Students’ perceptions of the Poll Everywhere quiz on their tutorial engagement and learning are also explored. We conclude that the Poll Everywhere quiz seemed to have improved student engagement in tutorials and that students believed that it made tutorials engaging and was useful for their learning.

ACTIVE LEARNING AND ACADEMIC PERFORMANCE: THE CASE OF REAL-TIME INTERACTIVE STUDENT POLLING

Active-learning pedagogical practices are encouraged in the education literature to improve academic outcomes. The research reported in this paper explored the effect of real-time interactive polling—a type of active learning—on three measures of academic outcome: final marks, student engagement, and failure probability. To provide credible impact estimates, a cluster randomized controlled trial in an introductory statistics class was conducted. With a little over 500 students, nine out of the 24 tutorial classes were conducted with real-time quizzes; the other 15 tutorial classes served as control classes. The results showed that this active-learning technique did not impact final marks and the probability of failing the subject. It did, however, increase tutorial attendance by about 24%, which corresponded to about 1.6 additional hours compared to the control classes. The findings support the literature on the benefits of classroom response systems that increase student engagement, student interest, and enjoyment from smaller group discussions.

Dramaturgical perspective as a process for enhancing the learning of organisation theory: potential and limitations

ABSTRACT The possible contribution of the dramaturgical perspective (DP) to the learning of organisation theory (LOT) has been explored by considering the DP as an approach for metaphoring, representing or analysing. Based on existing conceptual contributions, especially those of the research on the presentation of self, impression management and organisational learning, this research explores the potential and limitations of the DP in the LOT through a systemic-cognitive learning process that combines scenario conception, performance and interpretative analysis. The explored process was conceived for and applied in three tutorial classes of graduate students of management enrolled at a French university. The results show that the DP might first help improve the observability of LOT for students as well as for teachers on the condition that attention is given to the intersubjectivity represented by this process and second develop students’ managerial behaviour by favouring socially skilled interactions involving different situated roles.

The development and implementation of a blended video watching and peer learning model for master’s nursing students: a quasi-experimental study

BackgroundWith today’s complex needs of the population and high demands in quality of care, there will be a continuing need for expanding role of nurses to assume more responsibilities in healthcare. Newly graduated nurses, who possess the competence to function as Registered Nurses, will soon recognize that lecture-based, passive delivery of content is not sufficient to deal with the complex healthcare environment.AimThis study aimed to compare the effects of a blended video watching and peer learning program and the usual lecture-based program on the levels of satisfaction and self-confidence in learning, perceptions of peer learning, and academic performance of students enrolled in a master’s nursing program.MethodsA quasi-experimental study was conducted. The program was offered to Master of Science in Nursing students during Spring 2021 (intervention group, n = 46), while the usual face-to-face lectures and tutorial classes were provided to students enrolled during Fall 2020 (control group, n = 46).ResultsThere was a statistically significant increase in satisfaction, self-confidence in learning, and academic performance in the intervention group after learning in a blended video-watching and peer learning mode.ConclusionThis study fills a knowledge gap to meet the learning needs of time-conscious, part-time students working full time in hospitals.

Shadow Education: A Case Study of Grade 10-12 Students’ Perspectives towards the Influencing Factors Affecting English Language Learning Competency

This study aimed to investigate the influencing factors affecting students’ English learning experiences of grade 10-12 students in the consecutive academic years of 1/2022 at Wat Phrasrimahadhat Secondary Demonstration School, Phranakhon Rajabhat University. The participants were 140 students who are studying Science-mathematics majors, Mathematics-English major, English-Chinese major, and English-Japanese major. The instrument used for data collection was the Google form questionnaire. The results of the Google form questionnaire were interpreted, categorized and tabulated on computer sheets. Case studiesAssistant immigration officer: JohnThe findings revealed that the majority of the students studied in grade 11 and attended the English Tutorial class outside school. The reasons for attending the tutorial class were 1) to prepare for the Thai University Center Admission System (TCAS), 2) to prepare for the specific test, such as TOEFL, IELTS, GED, TOEIC, OPI and OPIC, Cambridge Exams, TU-GET and CU-TEP, 3) to improve listening, speaking, reading, and writing skills and 4) to improve ability in vocabulary and grammar use. New vocabulary, English practice and feedback, advanced grammar structure, and speed reading should be strongly emphasized in further English courses.

TUTORIAL-STYLE EDUCATION FOR UNDERGRADUATES IN AGING

Abstract At almost every university, there is an option for undergraduates to enroll in directed readings or research, independent studies, or some other form of tutorial-style education, although not much is known about them or best practices associated with them for undergraduate students interested in aging. This project reviews available literature about tutorial-style education and describes the multidimensions involved in these learning experiences. Search phrases such as “history of Oxford tutorials”, “tutorial classes”, and “student traits in tutorials” were used in Google Scholar to find literature, returning 142 articles. Articles were included if the literature was published in a periodical, findings were not redundant, and measures connected to the objectives of this project, and, by these criteria, ten articles comprised the final sample for review. Student characteristics, instructors, and other factors, like the time intensity of the tutorial course and the student’s connection to the subject area, have been found to impact tutorial-style education. The review is the first of its kind to use its findings to propose a set of best practices to enhance the experience for students interested in aging, including the fit of student and instructor, skillsets of successful students, and modalities, and advance a research agenda to better understand and communicate practices in tutorial-style education for undergraduates in aging.

Role of tutorial classes and full day schooling on self-reported age of myopia onset: findings in a sample of Argentinian adults

PurposeTo investigate the effect of tutorial classes and schooling schedule in childhood on age of myopia onset. MethodsRefractive data for subjects ≥18 years of age were collected from 8 dispensing opticians or refractive ophthalmologists’ offices in Argentina. Age of myopia onset, spherical equivalent (SE), and risk factors were determined using questionnaires. Multiple linear regression models were applied to assess possible factors associated with age of myopia onset or final adult SE. ResultsA total of 274 adults (61.3% females) with myopia between −0.50 and −6.00 D were included. Mean age was 36.9 ± 14.5 years. The mean adult SE was −2.95 ± 1.45 D, and the mean age of myopia onset was 14.2 ± 5.4 years. Subjects that attended after-school tutorial classes (β = −2.23; P = 0.005) or a full day schedule in primary school (β = −1.07; P = 0.035) or that spent more time on near work (β = −0.70; P = 0.010) in childhood, had younger age of myopia onset. ConclusionsIn our study cohort, adults that had attended tutorial classes and/or full-day schooling during childhood had younger age of myopia onset.▪

Online Tutorial And Webinar Tutorial Management On Distence Learning Process At Indonesia Open University

The Open University provides study assistance services to students in the form of a Tutorial program. The implementation of the Tutorial managed by the Tutor as a facilitator has not run optimally. This situation becomes the background of the research problem. The purpose of this research is to analyze the management of Tuton and Tuweb tutors. The theory used is in the form of management functions initiated by Terry. This research is a descriptive study with a qualitative approach that reveals the situation by describing the reality correctly and naturally in the distance learning procession. Data was collected through observation, interviews, documentation, and triangulation. The data obtained were then reduced, presented, and concluded. The results of the research generally reveal that management functions have been carried out but their implementation has not been fully implemented. Specific conclusions show (1) Planning: carrying out tutorial preparation meetings and tutor evaluations. (2) Organizing: determine the standardization of Tutors, standardization of recruitment, employment contracts, letters of assignment, and decrees for Tutors Tutons, and letters of assignments for Tutors Tuwebs. (3) Mobilization: organizing Tutor training and refreshment, Whatsapp Group communication, providing reminders and motivation, (4). Controlling: Tuton tutors do not have a routine control schedule yet. Tuweb tutors have a regular control schedule. (5) There are obstacles and solutions as well as future improvements. From these general and specific conclusions, the researcher recommends the Tutor management model to maximize the Tutor management which will have implications for improving the Tutor's performance in managing the Tutorial class.

Tutors and Their Feedback in Online Tutorials: The Case in a Distance Teaching University

The purpose of this study was to analyze the extent to which tutors provided feedback in online tutorials at Indonesia Open University (Universitas Terbuka or UT), as well as tutors' constraint in providing that feedback. This qualitative study used both content analysis of 20 online tutorial classes to see tutors’ feedback and in-depth interviews with the tutors. The results of the study showed that only some tutors in the online tutorial classes provided feedback on discussions and assignments and that some tutors did not provide any feedback. The analysis of the feedback derived from the types of feedback coined by Alvarez, Espasa, and Guasch (2011), namely, corrective feedback, epistemic feedback, suggestive feedback, and epistemic+suggestive feedback. In the online tutorial classes at UT, some feedback from the tutors corresponded with the types of feedback from Alvarez, Espasa and Guasch. The tutors who provided feedback did so despite constraints such as a lack of time to give feedback to each student. Provision of feedback offered benefits and satisfaction to students, leading them to become more successful in online tutorials.

Present Teaching Learning Status of ‘Allied Subjects of Surgery’ in Undergraduate Medical Education of Bangladesh: Teachers’ Views

Introduction: This cross sectional study was conducted to identify the views of teachers of Surgery and its Allied Subjects about the present status of ‘Allied Subjects of Surgery’ in undergraduate medical education of Bangladesh. The study was conducted from January 2021 to December 2021. Methods: A self-administered semi-structured questionnaire was administered to collect data from 160 teachers of Surgery and its Allied Subjects. Convenience sampling technique was adopted for selection of eight medical colleges and the respondents were selected from the colleges purposively. Results : Study revealed that the contents and time allocated in the curriculum for the Surgery and its Allied Subjects were satisfactory but actual teaching hours and different teaching learning issues like number of teachers, lecture classes, tutorial classes, bedside teaching, evening clinical teaching, teaching at operation theater, teaching at emergency and casualty were poor in different Allied subjects of Surgery compared to General Surgery, Otolaryngology and Ophthalmology; and these differences were statistically significant in all most all cases. Conclusion: Hence it can be recommended that newer Allied Subjects of Surgery should get optimum importance during teaching learning in undergraduate medical education of Bangladesh. Bangladesh Journal of Medical Education Vol.13(2) July 2022: 35-41

Learning English as A Foreign Language (EFL): A Narratology

This study aimed at narrating the lived experiences of a Taiwanese student in learning English as a foreign language, which includes identifying the other means of learning English as a foreign language, the difficulties encountered in learning English as a foreign language and means of overcoming such. This study made use of a qualitative research design, employing a narrative approach, wherein the data were gathered through face-to-face interviews with the participant – a student representative who had been learning English at school since 13. The interview was audiotaped and transcribed, re-transcribed, and re-storied. The study found that other than in formal school, English could be learned through English tutorial classes, reading materials such as books, journals, and magazines in English, making use of internet applications with English as a medium such as Google, Facebook, Yahoo, Instagram, and talk or chat to foreigners. The study also revealed that the learner encountered difficulties in grammar and pronunciations. As observed, the student was not able to communicate in English effectively – with many grammar lapses and mispronunciations. It was further revealed that motivation and constant practice in English communication is seen by the learner as means of overcoming such difficulties. In conclusion, the study drew that foreign language learning is more difficult because exposure to the language is so limited. However, giving more talks to students in the classroom will provide means for students to practice English as a foreign language, as well as exposure to different internet applications with English as a medium.