Tutoring Strategies Research Articles

The Effect of Peer Tutoring and Social Skill on Learning Results and Concepts Application for Students of Health Department

This study aimed to determine the effect of peer group learning and social skills learning strategy on the learning outcomes of understanding and application of concepts on the basic concept of nursing. The study used pseudo experimental design. The subjects of the study were nursing students of Malang with 76 students. Data collection was a test on social skills and learning outcomes. Data was analyzed by using Anova. The results indicated that: (1) learning achievement in applying peer tutoring strategy gave better effect than direct learning strategy (2) students with high social skills had higher average score than low social skills.

The Implementation of Peer Tutoring Strategy in Teaching Writing at the Tenth Grade of SMAN 1 Lemahabang

Peer tutoring strategy is learning strategy where some students teach or help another student in learning process. The aim of this research were to know if peer tutoring strategy effective in teaching writing at the tenth grade of SMAN 1 Lemahabang and if there any positive responses from the students through the implementation of peer tutoting strategy in teaching writing. This research was quantitative research which used pre-expreimental research and the research design of this study was The One-Group Pre-Test and Post-Test Design . The researcher used two instruments of data collections The first instrument was test which covered pre-test and post-test. The second instrument was questionnaire. The population of this research was tenth grade of SMAN 1 Lemahabang, and X MIPA 1 as a sample of this reseach.  This research focussed on recount text as the learning material of writing. After got the data of test, the writer used formula from McMillan (2001:620) to analysed its. The test result showed that there a significant result between t account and t table. Those were the score of t account was 18,01 meanwhile t table was 2,024. It can be concluded that the implementation of peer tutoring strategy was effective in teaching writing at the tenth grade of SMAN 1 Lemahabang. Through the questionnaire, the writer also knew that there were any postive responses from the students toward the implementation of peer tutoring strategy in teaching writing. Such as the most of students strongly agree and agree that strategy can help them to be easy in writing recount text learning. Keywords : Writing, Peer Tutoring Strategy, Recount Text

As estratégias de tutoramento em livros didáticos de português língua estrangeira

This paper has the aim of presenting the partial results obtained from the analysis of didactic materials as genres to the teaching of Portuguese as a Second Language (PSL). In order to achieve this goal, this study investigates: 1º) what are the tutorial strategies the teacher’s book presents to help both teacher and student’s performance; 2º) what is the design presented in the tutorial of reading activities in the student’s book. The didactic materials analyses will be based on the Activity Theory (Leontiev). The partial results suggest the teacher’s book do not significantly provide scaffolding neither to the teacher nor to the students’ strategies, that is, it just gives some suggestion to the teacher. On the other hand, in the students’ book, the absence of tutorials was identified.

The Italian instrument evaluating the nursing students clinical learning quality

The Italian nursing programs, the need to introduce tools evaluating the quality of the clinical learning as perceived by nursing students. Several tools already exist, however, several limitations suggesting the need to develop a new tool. A national project aimed at developing and validating a new instrument capable of measuring the clinical learning quality as experience by nursing students. A validation study design was undertaken from 2015 to 2016. All nursing national programs (n=43) were invited to participate by including all nursing students attending regularly their clinical learning. The tool developed based upon a) literature, b) validated tools already established among other healthcare professionals, and c) consensus expressed by experts and nursing students, was administered to the eligible students. 9606 nursing in 27 universities (62.8%) participated. The psychometric properties of the new instrument ranged from good to excellent. According to the findings, the tool consists in 22 items and five factors: a) quality of the tutorial strategies, b) learning opportunities; c) safety and nursing care quality; d) self-direct learning; e) quality of the learning environment. The tool is already used. Its systematic adoption may support comparison among settings and across different programs; moreover, the tool may also support in accrediting new settings as well as in measuring the effects of strategies aimed at improving the quality of the clinical learning.

Effect of Tutorial Instructional Strategy and Drill in Using MYOB Accounting in Vocational High School Bekasi West Java Province

This study aimed to analyze the application of learning strategies and Drill tutorials on the capabilities of MYOB Accounting. This study uses a quasi-experimental method by using analysis of variance by F test population of this study in Class XI student Vocational School District Bekasi City, West Java province in the academic year 2015/2016. Samples were obtained through a simple random sampling technique, namely the Vocational high School 1 (one) as an experimental class Tutorial instructional strategy and Vocational High School 11 (eleven) class control with Drill instructional strategy. Collecting data using a test on the ability MYOB Accounting. The results showed that the ability of MYOB Accounting Students who use tutorial learning strategy is better than learning strategies Drill

Clustering of online learning resources via minimum spanning tree

PurposeThe quick growth of web-based and mobile e-learning applications such as massive open online courses have created a large volume of online learning resources. Confronting such a large amount of learning data, it is important to develop effective clustering approaches for user group modeling and intelligent tutoring. The paper aims to discuss these issues.Design/methodology/approachIn this paper, a minimum spanning tree based approach is proposed for clustering of online learning resources. The novel clustering approach has two main stages, namely, elimination stage and construction stage. During the elimination stage, the Euclidean distance is adopted as a metrics formula to measure density of learning resources. Resources with quite low densities are identified as outliers and therefore removed. During the construction stage, a minimum spanning tree is built by initializing the centroids according to the degree of freedom of the resources. Online learning resources are subsequently partitioned into clusters by exploiting the structure of minimum spanning tree.FindingsConventional clustering algorithms have a number of shortcomings such that they cannot handle online learning resources effectively. On the one hand, extant partitional clustering methods use a randomly assigned centroid for each cluster, which usually cause the problem of ineffective clustering results. On the other hand, classical density-based clustering methods are very computationally expensive and time-consuming. Experimental results indicate that the algorithm proposed outperforms the traditional clustering algorithms for online learning resources.Originality/valueThe effectiveness of the proposed algorithms has been validated by using several data sets. Moreover, the proposed clustering algorithm has great potential in e-learning applications. It has been demonstrated how the novel technique can be integrated in various e-learning systems. For example, the clustering technique can classify learners into groups so that homogeneous grouping can improve the effectiveness of learning. Moreover, clustering of online learning resources is valuable to decision making in terms of tutorial strategies and instructional design for intelligent tutoring. Lastly, a number of directions for future research have been identified in the study.

Tutors� Column: �Stories and Maps: Narrative Tutoring Strategies for Working with Dissertation Writers�

Tutors� Column: �Stories and Maps: Narrative Tutoring Strategies for Working with Dissertation Writers�

The Acquisition of Context Data of Study Process and their Application in Classroom and Intelligent Tutoring Systems

Abstract Over the last decade, researchers are investigating the potential of the educational paradigm shift from the traditional “one-size-fits all” teaching approach to an adaptive and more personalized study process. Availability of fast mobile connections along with the portative handheld device evolution, like phones and tablets, enable teachers and learners to communicate and interact with each other in a completely different way and speed. The mentioned devices not only deliver tutoring material to the learner, but might also serve as sensors to provide data about the learning process itself, e.g., learning conditions, location, detailed information on learning of tutoring material and other information. This sensor data put into the context of the study process can be widely used to improve student experience in the classroom and e-learning by providing more precise and detailed information to the teacher and/or an intelligent tutoring system for the selection of an appropriate tutoring strategy. This paper analyses and discusses acquisition, processing, and application scenarios of contextual information.

The Role of Previous Mother-Child Scaffolding in Head Start Children’s Structuring of Problem-Solving Tasks With a Peer

This study further extends scaffolding research to mother-child dyads (N = 51) in poverty, examining relationships between maternal scaffolding and 4-year-old Head Start children’s own later scaffolding behaviors. At Time 1, experimental group children received maternal scaffolding during problem-solving tasks, whereas control group children carried out the tasks without assistance. At Time 2, all children provided scaffolding to a novice adult who acted as a peer unfamiliar with the task. Verbal and nonverbal scaffolding strategies were coded, and children’s verbal skills and social competence were measured. The simple presence or absence of earlier scaffolding did not differentiate child tutors. However, tutoring strategies used by experimental group children during the child-novice problem-solving task were similar to those used earlier by their mothers. After controlling for children’s verbal skills and social competence, mothers’ use of active nonverbal strategies (but not active verbal strategies) was predictive of similar behaviors in their children.

Enhancing self-directed learning among Italian nursing students: A pre- and post-intervention study

In accordance with Knowles's theory, self-directed learning (SDL) may be improved with tutorial strategies focused on guided reflection and critical analysis of the learning process. No evidence on effects on SDL abilities of different tutorial strategies offered to nursing students during the 1st clinical experience is available. To evaluate the effect of different tutorial strategies offered to nursing students on their SDL abilities. A pre-post intervention non-equivalent control group design was adopted in 2013. For the treatment group, structured and intensive tutorial interventions including different strategies such as briefing, debriefing, peer support, Socratic questioning, performed by university tutors were offered during the 1st clinical experience; for the control group, unstructured and non-intensive tutorial strategies were instead offered. Two Bachelor of Nursing Degree. Students awaiting their clinical experience (n=238) were the target sample. Those students who have completed the pre- and the post-intervention evaluation (201; 84.4%) were included in the analysis. SDL abilities were measured with the SRSSDL_ITA (Self Rating Scale of Self Directed Learning-Italian Version). A multiple linear regression analysis was developed to explore the predictive effect of individual, contextual and intervention variables. Three main factors explained the 36.8% of the adjusted variance in SDL scores have emerged: a) having received a lower clinical nurse-to-student supervision (B 9.086, β 2.874), b) having received higher level and structured tutorial intervention by university tutors (B 8.011, β 2.741), and c) having reported higher SDL scores at the baseline (B .550, β .556). A lower clinical nurse-to-student ratio (1:4), accompanied by unstructured and non-intensive tutorial intervention adopted by university tutors, seemed to be equivalent to an intensive clinical supervision (1:1) accompanied by higher level and structured tutorial strategies activated by the university tutors.

Action Research on Improving Students' Ability in Problem-Solving in "Principles of Accounting"

The purpose of this action research is to study how to improve students’ ability to solve numerical problem questions in ‘Principles of Accounting’ course. The study was conducted on and confined to select 12 students of the Group-3 of the First Year Accounting and Finance Program of the School of Business and Economics of the Dilla University, Dilla, Ethiopia. To identify the research issue, the following tools were used for preliminary data collection: Focus Group Discussion with peer teachers, Interviews with students, Analysis of Students’ Test Papers, and Preliminary Tests conducted. Tutoring and Problem-Solving Assignment were used as Action Strategies. Comprehensive Marking of test papers of the subjects for quantitative assessment, and Accounting Course Problem Solving Rubrics developed for this purpose by the researcher were used for qualitative assessment. Three levels of action interventions were carried out, first with the tutoring strategy, second with the problem-solving assignment, and the third with a combination of both. Graded problems selected from standard textbooks were used to conduct the pre- and post-strategy tests, which revealed marked improvements in performance of the subjects. Rubrics analysis indicated quality improvement in ‘problem understanding’, ‘procedure of generating solution’, and ‘neatness and clarity in presentation of answers’.

AutoTutor and Family: A Review of 17 Years of Natural Language Tutoring

AutoTutor is a natural language tutoring system that has produced learning gains across multiple domains (e.g., computer literacy, physics, critical thinking). In this paper, we review the development, key research findings, and systems that have evolved from AutoTutor. First, the rationale for developing AutoTutor is outlined and the advantages of natural language tutoring are presented. Next, we review three central themes in AutoTutor’s development: human-inspired tutoring strategies, pedagogical agents, and technologies that support natural-language tutoring. Research on early versions of AutoTutor documented the impact on deep learning by co-constructed explanations, feedback, conversational scaffolding, and subject matter content. Systems that evolved from AutoTutor added additional components that have been evaluated with respect to learning and motivation. The latter findings include the effectiveness of deep reasoning questions for tutoring multiple domains, of adapting to the affect of low-knowledge learners, of content over surface features such as voices and persona of animated agents, and of alternative tutoring strategies such as collaborative lecturing and vicarious tutoring demonstrations. The paper also considers advances in pedagogical agent roles (such as trialogs) and in tutoring technologies, such semantic processing and tutoring delivery platforms. This paper summarizes and integrates significant findings produced by studies using AutoTutor and related systems.

Examining the impact of online labeling on tutoring behavior and its effect on the English learning and motivation of low-achieving university students

This study examines the differential impact of tutor labeling vs. non-labeling approaches on the performance; motivation beliefs; and cognitive, social, and teaching presence of low-achieving students. Two interactive tutoring strategy patterns are investigated based on the taxonomical e-moderating model of Salmon. In addition, the tutees’ online learning behaviors and experiences and perceptions of e-tutoring interventions are explored. This study found that the variations in the tutors’ labeling intervention were not directly reflected either in the tutors’ tutoring strategies or moderating stages or in the tutees’ English performance, motivation beliefs (measured on eight subscales), or three types of presence. However, the labeling intervention increased the tutees’ motivation belief of self-efficacy. Implications for further research and the limitations of this investigation are discussed.

The Design and Evaluation of an Affective Tutoring System

Emotion recognition techniques in an affective tutoring system enhance the affective interface of an intelligent tutoring system. This study attempts to improve interest in learning by recognizing the emotional states of students during their learning processes and providing adequate feedback. Both the emotional recognition system and the tutoring strategy module are developed. The digital arts learning content module is then designed, along with the emotional feedback mechanism via the HCI design of interactive avatars. Next, the entire system is integrated and assessed via a two-stage evaluation. Analysis results indicate that the proposed affective interaction design can enhance learner motivation and interest, thus improving their learning performance. System satisfaction and student performance are evaluated first by prototype evaluation, in which experts combine a system usability scale (SUS) questionnaire and heuristic evaluation. Triangulation evaluation is then performed, including qualitative and quantitative approaches involving observations, questionnaires, and interviews. The following questions are raised using the above methods: Is the usability of ATS effective?; Are ATS users satisfied with the learning system?; Is the interactivity of ATS attractive to users?; Does ATS increase the learning motivation of digital art students?; and Does ATS vary in its impact on self-conscious learning achievement for users from different domains? Evaluation results demonstrate a high satisfaction among users with respect to system usability. Furthermore, in addition to its attractiveness to users, ATS increases learning motivation and self-conscious learning achievement.

Effect of peer tutoring and cooperative learning instructional strategies on mathematics achievement of students with learning disabilities in Oyo State, Nigeria

This study examined the effect of peer tutoring and cooperative learning instructional strategies on mathematics achievement of students with learning disabilities in Oyo State, Nigeria. The study adopted a pre-test, post-test control group quasi experimental design with 3x2x2 factorial matrix, sampling one hundred and fifty six (156) students with learning disabilities in Mathematics selected through random sampling with the use of the Pupil Rating Scale, Mathematics Tests (A and B) for JSS1 Students, Extroversion and Introversion Scale, and Checklist for School Environment. Participants were exposed to eight weeks of instruction in mathematics, using the three instructional strategies and a control group. Analysis of Covariance (ANCOVA) was used to analyze the three hypotheses generated at 0.05 level of significance, with the results showing a significant effect on participants’ achievement scores in mathematics (F ( 2,143 ) = 32.497; P < 0.05). This implies that there is a significant difference in mathematics achievement of participants exposed to peer tutoring, cooperative learning, and the control group. Further analysis revealed that students exposed to cooperative learning instructional strategy performed better than students exposed to peer tutoring and the control. Also, results indicated that both personality and school environment did not have significant main effects on mathematics achievement of students with learning disabilities. Based on these findings, it was recommended that teachers of students with learning disabilities should incorporate the use of peer tutoring and cooperative learning in teaching Mathematics to students with learning disabilities. Key Words: p

Strategies to improvise teacher tasking for children suffering from attention deficit hyperactive disorder (ADHD)

Abstract This article aimed to review the empirical support for teachers to provide strategies for handling students with attention deficit hyperactivity disorder (ADHD). Three major aspects discussed are the alarming rise of ADHD among students, interrelated issues with teaching students with ADHD, and unleashing strategies for handling these children. Practical implications of the school-based outcome literature were delineated, including the need for the following: (a) technical-support mediated strategies; (b) classroom strategies; (c) activity-based strategies; (d) peer tutoring strategies; and (e) homework strategies. In order to bridge the gap between the empirical literature and actual practices employed in schools, school-based professionals are urged to implement empirically supported strategies through individualized interventions based on assessment data. Through long-term implications of such evidence-based strategies, the deficit characteristics of ADHD can be minimized and the likelihood of school success for these students optimized.

Tutoring Process in Emotionally Intelligent Tutoring Systems

Research has shown that emotions can influence learning in situations when students have to analyze, reason, make conclusions, apply acquired knowledge, answer questions, solve tasks, and provide explanations. A number of research groups inspired by the close relationship between emotions and learning have been working to develop emotionally intelligent tutoring systems. Despite the research carried out so far, a problem how to adapt tutoring not only to a student's knowledge state but also to his/her emotional state has been disregarded. The paper aims to examine to what extent the tutoring process and tutoring strategies are adapted to students' emotional and knowledge states in these systems. It also presents a study on how to influence student's emotions looking from the pedagogical point of view and provides general guidelines for selection of tutoring strategies to influence and regulate student's emotions.

Questioning in Writing Center Conferences

Questioning in Writing Center Conferences

Strategies to Improvise Teacher Tasking with ADHD Children

The purpose of the present article is to review the empirical support for teachers to provide strategies for tackling students with Attention Deficit Hyperactivity Disorder (ADHD). Three major aspects discussed are alarming rise of ADHD among students, entangling issues with teaching students with ADHD and unleashing strategies for tackling such children. Practical implications of the school based outcome literature will be delineated, including the need for the following: (a) technical-support mediated strategies; (b) classroom strategies; (c) activity-based strategies; (d) peer tutoring strategies; and (e) homework strategies. It is suggested on bridging the gap between the empirical literature and actual practices employed in schools. School-based professionals are urged to implement empirically supported strategies through individualizing interventions based on assessment data. Through long term implication of such evidence based strategies, it is hoped that the deficits characteristics of ADHD will be minimized and the likelihood of school success for these students optimized.

CASE: A Configurable Argumentation Support Engine

One of the main challenges in tapping the full potential of modern educational software is to devise mechanisms to automatically analyze and adaptively support students' problem solving and learning. A number of such approaches have been developed to teach argumentation skills in domains as diverse as science, the Law, and ethics. Yet, imbuing educational software with effective intelligent tutoring functions requires considerable time and effort. We present a highly configurable software framework, “Configurable Argumentation Support Engine” (CASE), designed to reduce effort and development costs considerably when building tutorial agents for graphical argumentation learning systems. CASE detects pedagogically relevant patterns in argument diagrams and provides feedback and hints in response. A wide variety of patterns are supported, including ones sensitive to students' understanding of the domain, problem-solving processes, and collaboration processes. Teachers and researchers can configure the behavior of tutorial agents on three levels: patterns, tutorial actions, and tutorial strategies. The paper discusses design concerns, the architecture, and the configuration mechanisms of CASE. As a proof of concept, four showcases are presented each showing different aspects of CASE and thus demonstrating the flexibility and breadth of applicability of the CASE approach in supporting single user and collaborative scenarios across different argumentation domains.