Tutorial Teaching Research Articles

Private supplementary tutoring and educational inequality in secondary education in Kazakhstan

ABSTRACT This mixed-methods study is the first to explore the association between fee-charging private supplementary tutoring (PT) participation and access to higher education in Kazakhstan from the perspectives of Grade 11 students during the COVID-19 pandemic. Guided by the work of Entrich in 2018, a four-dimensional model of educational inequality in PT, this study found that the scale of PT had expanded during the pandemic, with 75.06% (623 out of 830) of participants engaged in PT, mainly to excel in the university entrance examinations and gain a state grant at their preferred university in Kazakhstan. Also, 73.8% of the students spent 40,000 tenge (US$88) or less on PT per month. Although participants’ families prioritized boys for providing PT services, most participants neither agreed nor disagreed that PT was a financial pressure on their families, probably because the majority attended group tutoring delivered at tutorial centres, and this mode of tutoring reduced the unit cost and gave them the attention they needed from their tutors. The 30 interviewees had positive attitudes towards PT, but some mentioned a few of its disadvantages, including the spread of less qualified, costly tutors due to the unregulated PT market in Kazakhstan. This study suggests pedagogical implications and areas for ongoing research.

Kreatifitas Tutor Bimago Magetan Dalam Pembelajaran Bahasa Arab Aktif (Maharatul Kitabah) Melalui Imla’

Pondok Modern Gontor applies a test system for prospective students. Imla' is one of the materials tested as a requirement to enter Gontor. Imla' is a method of learning to write Arabic, which is a branch of Arabic science in which it learns the procedures and rules for writing good and correct Arabic. In studying Imla', of course, a teacher or tutor who understands the rules of writing Arabic is needed. One of the tutoring institutions that is sensitive to the needs of prospective Gontor students is BIMAGO Magetan. BIMAGO Magetan includes Imla' material in its teaching materials, with the aim of providing insight to prospective Gontor students regarding Maharah Kitabah. Active Arabic learning is one of the superior materials at BIMAGO Magetan, considering the lack of understanding of prospective students regarding the rules for writing good and correct Arabic. In implementing active Arabic learning (Maharah Kitabah) through Imla', the creativity of a tutor is required. It is undeniable that the creativity of a tutor can increase students' learning motivation. The approach that will be used by researchers in conducting this research is a qualitative research approach that is carried out directly in the field. In this descriptive qualitative research, the data collected came from observations, interviews and the results of documentation in the field. The object of this study were 15 informants, consisting of Imla' teaching tutors, students of BIMAGO Magetan, heads of BIMAGO Magetan and prospective walisantri. The results of this study show that there are 4 creative tutors in active Arabic learning (Maharah Kitabah) through Imla', namely: (1) Conducting Zoning Tutors, (2) Using Puzzle Media, (3) Using the WA Application Video Call Feature, and (4) Create Short Videos.

Тьюторство ГТО в образовании: системообразующие факторы

The problem of research and justification of its relevance. Introduction. The TRP in the USSR has not only become a historical chronicle in the upbringing and inculcation of physical qualities, but the ideological basis of the spiritual and moral development of society. There is a stage of continuity of the TRP of the USSR and the TRP of Russia in an updated conceptual framework. The mechanism of implementation of TRP in Russia is being improved in accordance with the digitalization of society, the creation of online services, taking into account the development of the region, mass physical culture and sports. The introduction of a new administrative unit of a tutor-teacher of the TRP of Russia in 2014 marked new approaches to the implementation of the complex and the creation of a tutoring system. The TRP tutoring system differs from tutoring in education as a whole, therefore, it requires the allocation of system-forming factors that will help identify problems and will contribute to the development of strategic and tactical tasks for the implementation of the TRP complex, health promotion, spiritual and moral forces in social development.
 The social function of a student as a tutor in TRP is presented. Students of the Kuban State University of Physical Culture, Sports and Tourism not only personally take the TRP, but also promote it through various competitions, festivals, participation in the evaluation of TRP standards in secondary schools, regional testing centers. Regional peculiarities of the tutoring system development are shown on the example of Sochi. The authors note that in 2014, with the return of the TRP, a new administrative unit tutor appears on a legal basis, which made it possible to start building a tutoring system in the TRP complex, taking into account system-forming factors. The problem of the prospects for the development of the TRP is raised, taking into account its socio-orienting function in society.

A Study on the Promotion of Quality Education in Primary and Secondary Schools in China under the "Double Reduction" Policy

With the promulgation and implementation of China's "double reduction" policy, the proposal to reduce the academic burden of primary and secondary school students and the strict approval of subject-based education tutoring institutions has attracted widespread public attention. Some studies have argued that the "double reduction" policy has significant implications for the future development of education in China, shifting from the pursuit of equity in the quality and outcomes of education to equity in the quality of education. This study examines the impact of the "double reduction" policy on education stakeholders from the perspectives of students, parents, teachers, and schools and explores the problems. The study finds that the policy has significantly impacted education in China, improving social attitudes towards education and promoting the development of quality education for students.

Building word knowledge through integrated vocabulary explanations in ESL tutorials

This conversation analytic study explores how a tutor and tutees collaboratively negotiate word knowledge in English as a second language (ESL) tutorials. Specifically, we focus on integrated vocabulary explanations, where explaining the meaning and use of a word is intertwined with teaching its spelling and pronunciation. The data come from 18 hours of dyadic and multi-party tutorials held at an urban community college in the USA. The findings show that for the participants such aspects of word knowledge as orthography, pronunciation, associations, connotations, syntax and grammatical functions form an essential part of vocabulary work. Notably, we argue that negotiations of these integrated vocabulary explanations are realized through multimodal resources, drawing on linguistic, prosodic, embodied and material resources, among others. The findings highlight the unique context of these ESL tutorials that affords individualization and immediacy, enabling tutors to be responsive to the tutees’ second language (L2) learning needs. The study also has implications for tutor education and classroom instruction with regard to the development of L2 word knowledge.

End-to-End System of Engaging Students in Project Activities as a Tool to Ensure Education Quality

The paper presents the case of Peter the Great St. Petersburg Polytechnic University for organizing the end-to-end system of engaging students in project activities within higher education programmes. The project unit of such a programme consists of two parts (obligatory and variable) and combines students’ self-studying theory online, practical tutorial instruction classes, as well as a considerable amount of independent work in project teams with external experts’ participation. The digital tool for organizing, supporting, and monitoring project activities are the LMS Moodle-based portals. The authors describe the principles of organizing the system, its structure, project cycle stages, approaches to assessing students’ results and the quality of project work organization.

Closing the income-achievement gap? Experimental evidence from high-dosage tutoring in Dutch primary education

We present experimental evidence on a high-dosage math tutoring (HDT) program implemented in three primary schools in a low-income neighborhood in the Netherlands. We find treatment effects on math scores of 0.28 national population standard deviations after one school year (p<0.01). These effects can account for 40% of the math achievement gap between low-income and high-income students in the Netherlands. As most of the evidence on intensive tutoring programs draws on research from the United States, we conclude that (i.) HDT programs can be successfully built from the ground up and exported to different institutional settings while maintaining substantial effect sizes, and, (ii.) existing income-achievement gaps can be substantially reduced by targeting low-income communities with scalable interventions like HDT.

Effects of Private Tutoring Education on Peer Relationships and Learning Stress of Elementary School Students

Objectives This study aims to help promote the sound social and psychological growth and development of elementary school children by identifying the effects of private tutoring on peer relationships and academic stress in elementary school students. Methods To investigate the effect of private tutoring on peer relationships and academic stress, 222 male and female students in the 11class of 9 elementary schools located in Seoul, Sejong, and Chungbuk were surveyed from December 10, 2022 to January 3, 2023. A survey on relationships and academic stress was conducted, and data analysis of 214 elementary school students (96.4%) who received private tutoring for at least one subject was conducted using the SPSS 18.0 statistical program. Results As a result of the significance test of the regression coefficient, private tutoring did not have a significant effect on elementary school students' peer relationships, but it was found to have a significant effect on academic stress. In particular, in the results of the correlation analysis, whether or not to continue private tutoring was found to have a significant positive correlation with emotional conflict, a sub variable of private tutoring and academic stress, psychological burden and achievement stress, conflict with parents, school life problems were found to have a significant positive correlation. Conclusions In this study, students with a high percentage of internet and correspondence courses showed a negative correlation between test grade stress and conflicts with parents. Elementary school students who are accustomed to the digital environment can use information devices on their own according to their level without experiencing conflicts with their peers or parents. However, the fact that students receive less or have no impact on learning stress has great implications for private education in the future.

Gender Influence of College Tutors Perception of ICT Integration in Teaching and Learning in Volta Region of Ghana

Purpose: One of the key areas of research in education has been the gender variations in academic performance. This seems to be reflecting among teachers well, particularly because it may reveal potential gaps and inequalities in particular areas. While these disparities have mostly been studied in traditional fields like math, reading, and science, the body of experimental research on ICT literacy is far smaller yet is rife with interesting results. This study investigated the sex influence on Colleges of Education (CoEs) tutors’ perception of ICT integration in teaching in Volta region of Ghana.&#x0D; Methodology: The study employed a cross-sectional analytic survey design with 121 participants. The Tutor ICT Integration Perception (TIIP) questionnaire which consists of 12 items was used to elicit information from selected tutors. Data collected was analysed using a median and Mann- Whitney U sample t – test. Three variables of tutor ICT integration perception were considered; tutor competence, improve tutors’ teaching and student learning and no effect on lesson delivery in relation to sex influence.&#x0D; Findings: The result showed that majority of the tutors disagreed with most of the statements and there was no significant sex difference influence on tutor perception. It is concluded that integration or no integration of ICT in the classrooms should be anticipated from all tutors irrespective of their gender.&#x0D; Unique Contribution to Theory, Policy and Practice: The unique contribution of tutors' perception of ICT integration in teaching and learning is that it provides valuable insights into how technology is being used in the classroom and the effectiveness of its integration. By understanding tutors' perceptions of ICT integration, educators and policymakers can make informed decisions about how to use technology effectively in the classroom, ultimately improving the quality of education for students.

Research on the evolution and improvement of China's shadow education governance policy from the perspective of multiple streams theory.

From a global perspective, after-school tutoring education, also known as shadow education, has developed rapidly since the beginning of this century. However, shadow education has also brought many practical problems, such as the increased burden on parents and children, and the unfairness in education. At present, the Chinese government is vigorously implementing the double reduction policy and has achieved remarkable practical results. This study focuses on the evolution of the government policy of shadow education in China. First, it analyzed the four stages of shadow education governance policy experience: the acquiescent survival stage, the encouraging development stage, the preliminary regulation stage, and the comprehensive rectification stage. Python was used for text mining the policies from different periods and analyzing the focus of the policies in different stages by obtaining high-frequency vocabulary. Then, the multiple streams theory was used to explore the policy evolution process and change mechanism. Finally, relevant recommendations have been discussed to address the gaps in the current shadow education governance policies. The study found that the objectives, scope of adjustment, and protection of rights and interests of China's shadow education governance policies have undergone significant changes over time. Through the constant interaction and interweaving of the stream of problems, the stream of politics, and the stream of policy, the window of opportunity for policy change was jointly promoted. The innovations of this article mainly include the following: First, the evolution of China's shadow education governance policies was systematically reviewed using text mining methods to compare the differences of governance policies at different stages and second, multiple streams theory was used as the theoretical framework to analyze the reasons for the focus of shadow education governance policy changes.

기계 번역과 자연어처리를 활용한 튜터링 활동 분석

This is a follow-up study by Yoon, Kim, Choi, and Kim (2021). In the current study, the same text as the previous study was machine-translated into English, and then the topics derived through a statistical model, which were compared with the categories derived from the Korean text of the previous study. By doing this, rather than simply evaluating the quality of machine translation, the present study examined 1) the natural language processing model applied to text, 2) the role of human researchers in the process of interpreting the results after fitting the model, and 3) the harmony between human and machine translation, The texts to be analyzed were collected from the liberal arts education tutoring program of D university. A theoretical description of the Latent Dirichlet Allocation model, which is often used for topic modeling, and an explanation of the use of the R library ‘topicmodels’ were added. The analyses revealed a somewhat different pattern of topics from the previous study, and the authors’ interpretation was presented. Finally, while acknowledging the explosive growth of natural language processing and machine translation as a branch of it that cannot be reversed, the room for human translators to complement machine translation was suggested. This study presents a new approach to liberal arts education research by combining data analysis techniques using natural language processing and machine translation discussions.

Effectiveness and Perceptions of Small Group Teaching among Second Year MBBS Students

Background: Small Group Teaching (SGT) has grown in popularity in medical education as it offers a dynamic setting for learning and it is also learnercentered. Materials and Methods: Hundred final year MBBS students with informed consent were divided randomly into two groups. Group A was delivered a didactic lecture on the topic of Infant deaths, Group B was administered casebased learning and then subjected to small group interactive discussions. Pretest and post-test were conducted using MCQ’s. Perception of students based on Likert scale taken. The data analyzed in SPSS software. Results: Students who were given small group learning experience fared better than the didactic lecture group in the post-test. Small group tutorial teaching was agreed upon by the majority of the students to be more effective. Conclusion: Small group teaching was more effective as compared to didactic lectures and the perception of students was in favor of it.

Prototype Development of Social Personal Guidance Guide using Role-Playing Techniques to Improve Social Interaction of Children with Intellectual Requirements

This manual aims to make it easier for teachers to deal with the problems of mentally disabled children in terms of social interaction. The development of the teacher's manual uses the 4-D model of Thiagarajan, S, Semmeln, D, S &amp; Semmel MI (1974) which has been modified with the following stages: define, design, and develop. Data collection techniques are used in assessment instruments to obtain validation data, observations to obtain data on children's abilities during learning activities, and teacher responses to the personal social tutoring teacher manual with role-playing techniques. Data analysis used quantitative description. The results showed that using the teacher's manual in personal social guidance with role-playing techniques increased the social interaction of mentally disabled children. After giving ten times treatments to mentally disabled children, the social interaction of mentally disabled children increased. Mentally disabled children were able to interact with their friends step by step. Step independently. This can be seen from the results of the practical value of the teacher's manual is 2.7, and the value of the effectiveness of the teacher's manual is 3.0. So we can conclude that using the teacher's manual in personal social guidance with role-playing techniques to increase the social interaction of mentally disabled children in inclusive elementary schools is feasible.

The impact of the implementation of ‘double reduction’ policy on tutors in shadow education: legislation goals and early experiences

ABSTRACT Private supplementary tutoring, also known as shadow education, has had a profound influence on Chinese education during the past twenty years. The rapid expansion of shadow education has attracted the attention and increased regulation of the Chinese government. In July 2021, the Chinese government adopted one of the most restrictive legislative constraints on shadow education: the so-called ‘double reduction’ policy. This policy aims to reduce the dual burden for students of on-campus classes and off-campus tutoring. Through analysis of China’s central and provincial double reduction policies, this study examines the policy goals, accompanying instruments, and delineated implementation strategies. Interviews with tutors from shadow education institutions in five major cities in China uncover the strategies shadow education tutors have applied to mitigate the policy constraints and offer criticism of the Chinese political system and deficiencies in the neoliberal education system.

Collaborative Learning Communities With Medical Students as Teachers.

In recent years, peer-assisted learning has emerged as a new and effective medical education modality. Near-peer tutoring utilizes a senior student serving as an instructor to a junior student. In 2019, the University of California, Irvine, School of Medicine (UCISOM) implemented a near-peer tutoring model beginning with first-year anatomy and physiology curricula. Following a successful pilot program, UCISOM launched a full-fledged near-peer tutoring program in 2020 named Collaborative Learning Communities (CLC) with Medical Students as Teachers. The rollout of CLC occurred in phases. In 2020, second-year medical students led the program for first-year students; in 2021, an additional program was led by third-year medical students for second-year students; in 2022, the program expanded to third-year medical students led by fourth-year students. Each program serves the unique learning needs of each student class, utilizing evidence-based teaching practices while allowing the opportunity for mentorship, interclass connectedness, and refinement of the tutor's teaching skills. In this paper, we describe the creation of CLC, its goals, leadership and curricular structure, and its various benefits, challenges, and limitations.

Tutorship practice as a mechanism for support of professional development of educational tutors

Introduction. The problem of teachers’ professional development at general education institutions is considered in various aspects. Tutorship takes a special place in this process. The need for tutorship is especially acute today since the modern teacher must immediately respond to all changes taking place in the educational system. And not just react but change the content of education, introduce new teaching methods and technologies, and respond to metamorphoses in organisational processes and educational environment. Tutorship makes it possible to organically combine professional development, its personalisation, and at the same time guarantees a comprehensive approach to any educator. The purpose of this article is to present an analysis of the substantive aspect of tutorship in the situation of tutors’ professional development in the system of general education. Materials and methods. A total of approximately 200 teachers from general education organisations of Krasnodar Region (Russian Federation) took part in the survey. The survey took into account the respondents’ social characteristics, including service record, nature of support and content of tutorship. The used methods included modelling, analysis of relevant regulatory documentation, teaching practice, etc. Results. The research exploring the substantive content of tutorship in the situation of tutors’ professional development in the system of general education showed that quite a large number of respondents highlighted the following points: the need to include tutors in the educational system (about 90% of the sample), the need for systemic support of learners with special needs in the educational system by tutors (supported by more than 80% of the teachers), insufficient knowledge of the possibilities of tutors’ work in supporting gifted children, etc. The presented opinions are nowadays actively discussed in the professional pedagogical environment. Conclusion. According to the present research results with respect to pedagogues’ work, the challenging aspects of tutor support in the sphere of general education were identified and the possibilities for substantive content of tutors’ professional development were specified.

Research on the Role of Tutor Education in the Apprenticeship Tutoring System

In order to deal with the problems of vocational education and policy orientation in the new era, on the basis of learning from the vocational education experience of Britain and Germany, an apprenticeship mentoring system with Chinese characteristics was developed.

Narrative encounters of pedagogic partnership, and the development of collegial capital in higher education

PurposeThe study explores the relational encounters of five higher education tutors and programme leaders, working in collaboration across contrasting institutions: one, a modern, civic university in the Global North, and the other, a parastatal institution in the Global South. The purpose of the study is to deepen the understanding of evolving collegiality within a transnational partnership, stimulated by the COVID-19 pandemic related shift to online teaching and learning.Design/methodology/approachThe inquiry is informed conceptually by the concept of narrative encounter as a site of learning, with inductive, meta-analysis undertaken across our individual reflective narratives.FindingsThe narratives reveal three emergent themes: shared purpose, shared responsibility – through focus, routinised dialogue and concreteness; collective and individual risk-taking – through negotiated decision-making; and trust in self and in peers – through reciprocity, caring, duality and building on stable practices.Research limitations/implicationsThe data from which this paper is developed and its related central thesis of collegial capital are limited and partial. However, when agility within higher education partnerships is at a premium, this paper is a useful touchstone for further reflection.Originality/valueThe paper seeks to further the concept of collegiality and collegial capital, a dialogical affordance which enabled the partnership to build on previous collaborative successes.

EFICACIA DEL PROGRAMA DE TUTORIAS EN MODALIDAD A DISTANCIA EN EL NIVEL DE EDUCACIÓN SUPERIOR EN UNA UNIVERSIDADMEXICANA

Tutoring consists of a mediation or facilitation work between the teacher, the students and the contents of the subjects, they integrate the academic actions oriented so that the students, in higher education, can face their adaptation to the educational system in distance mode and achieve the learning objectives. The general objective of this research is to analyze the effectiveness of the implementation of distance education strategies in university programs, in the scope of students who receive attention in the tutoring program at a University of Mexico. The research is applied, exploratory in depth, quantitative, with a non-experimental, longitudinal design. After reviewing the theoretical state of the art on tutoring and experiences in higher education in the distance modality, the results of two higher education programs were analyzed through descriptive statistics. The results show that the effectiveness of the tutorial program in the study programs analyzed is greater and that it increases as the elements of the tutorial model are adapted to the conditions of online communication. Even when being at a distance implies new challenges for tutoring programs in the university education model, the adoption of technological communication tools is much faster and accepted by the student users, who are the beneficiaries of the tutoring programs.

Transforming educational space under the impact of the pandemic: student and teacher well-being in higher education

The article presents the study of some areas of educational space transformation under the COVID-19 pandemic influence. The focus of attention is on such problems as the cognitive well-being of the student, the tutor model of teacherstudent relations in the digitalising educational space, the functioning of academic mobility institution in a pandemic and post-pandemic world. Cognitive well-being of students implies mastering digital literacy with strict adherence to the norms of digital ethics. A tutor in modern education plays the role of not only a developer of an individual educational trajectory, but also a controller and educator. For the successful implementation of tutoring functions, the teaching staff of universities needs additional training. The main trends in academic mobility are internal and virtual mobility. The authors conclude that educational organisations need for adequate infrastructural policy, and educational space – inevitable transformations in budget financing. The results of the article can be used in further research on the higher education transformation problems, in the development of proposals and recommendations for specialists in the of higher education management field for use in practice.