Tutorial Teaching Research Articles

College Students Expectation Toward Tutor in Distance Education

Teacher performance will affect students' endurance, motivation, and spirit during learning. Someone's competence to become a teacher/Tutor is no longer enough by only mastering teaching materials, especially for tutors whose role is more as a facilitator. The purpose of this research is to find out the expectations of college students toward tutors in distance education. This research is qualitative by using a survey method. The aspect measured used an instrument of the Likert scale and then analyzed by using descriptive statistics. Key findings highlight that students recognize the importance of tutors' skills and appreciate the benefits of guided tutorials. There is a notable expectation among students for tutors and the Universitas Terbuka (UT) units to collaborate effectively to enhance tutorial services, which are integral to the learning structure in distance education. The results indicate a positive correlation between the tutors' abilities and the provision of efficient and effective learning support. Students' understanding of tutors' skills, their perception of the benefits of guided tutorials, and their internal consistency in evaluating tutor performance during tutorials are collectively rated as 'good'. This reflects the tutors' successful efforts in assisting students to become independent learners who are self-motivated and actively engaged in the learning process. The study underscores the need for focused tutor training programs aimed at developing competencies that align with students' expectations and the demands of distance education.

Integrating chatbots in education: insights from the Chatbot-Human Interaction Satisfaction Model (CHISM)

Recent advances in Artificial Intelligence (AI) have paved the way for the integration of text-based and voice-enabled chatbots as adaptive virtual tutors in education. Despite the increasing use of AI-powered chatbots in language learning, there is a lack of studies exploring the attitudes and perceptions of teachers and students towards these intelligent tutors. This study aims to compare several linguistic and technological aspects of four App-Integrated Chatbots (AICs) and to examine the perceptions among English as a Foreign Language (EFL) teacher candidates. In this mixed-methods research based on convenience sampling, 237 college students from Spain (n = 155) and the Czech Republic (n = 82) interacted with four AICs over a month, and evaluated them following a rubric based on the Chatbot-Human Interaction Satisfaction Model. This scale was specifically designed to assess different linguistic and technological features of AICs such as response interval, semantic coherence, sentence length, and user interface. Quantitative and qualitative data were gathered through a pre-post-survey, based on the CHISM model and student assessment reports. Quantitative data were analyzed using SPSS statistics software, while qualitative data were examined using QDA Miner software, focusing on identifying recurring themes through frequency analysis. The findings indicated a moderate level of satisfaction with AICs, suggesting that enhancements in areas such as better adapting to learner needs, integrating interactive multimedia, and improving speech technologies are necessary for a more human-like user interaction.

Impact of Library Instruction Tutorial Format on Student Preference and Performance in First-Year Chemistry

Impact of Library Instruction Tutorial Format on Student Preference and Performance in First-Year Chemistry

Job Satisfaction and Commitment in Ghana: Perspectives from College Tutors

Recruiting and persuading teachers to stay in their jobs is a key educational challenge in Ghana. Growing demands and expectations on teachers have resulted in higher turnover. Based on this context, the major goal of this study was to assess if job satisfaction predicts the organisational commitment of college of education tutors. To accomplish this goal, this study set out to investigate and produce a hypothesis that explains and specifies the variables of job satisfaction and organisational commitment and the links between these variables. A quantitative cross-sectional survey was utilised to determine if job satisfaction predicts organisational commitment in colleges of education. The study’s target demographic was tutors at Ghana’s public colleges of education, with a sample size of 319. Questionnaires were used to gather data. The hypothesis was tested using multivariate multiple regression, structural equation modelling, and process analysis. According to the findings of the hypothesis, communication, a sub-dimension of job satisfaction, predicted affective commitment. Once again, co-workers and communication predicted normative commitment. Job satisfaction predicted organisational commitment. Focusing on building good job satisfaction among tutors in Ghana will assist in development of varied degrees of commitment. It is thus concluded that those who are satisfied in their jobs exhibit positive traits like greater performance, improved workflow and increased productivity. The study’s findings indicate that job satisfaction was a predictor of organisational commitment among tutors in Ghana. It is therefore recommended that principals and the Ghana Tertiary Education Commission look at ways such as recognition and reward, work-life balance as well as compensation and benefits, co-workers and team dynamics to improve tutor job satisfaction.

The Relationship Between Variations in Teaching Skills of Tutors and Learning Motivation of Learning Package C Students in SPNF SKB Kota Pariaman

ABSTRACTThe aim of this research is to find out the description and relationship between skills in applying variations in tutor teaching and the learning motivation of residents studying Package C at SPNF SKB Kota Pariaman. This research uses quantitative correlational. The population of this research is all students registered in the package C pursuit program at SPNF SKB Kota Pariaman for the 2023/2024 academic year, namely 72 people. The sampling technique used cluster random sampling, so that the total sample that the researchers took was 50 residents studying package C at SPNF Kota Pariaman. Data collection techniques using questionnaire format and list of statements as data collection tools, data analysis techniques using percentages to find correlations using the product moment formula. The results of this research are: 1.) Skills in applying variations in tutor teaching to students studying at SPNF SKB Kota Pariaman are classified as less than optimal, 2.) Motivation of students studying Package C at SPNF SKB Kota Pariaman is classified as less than optimal and 3.) There is a significant relationship between skills in applying variations in tutor teaching with learning motivation for residents studying Package C at SPNF SKB Kota Pariaman.Keywords: Variasi Mengajar, Motivasi Belajar, SKB.

Overview Of Teaching Skills Tutor Package C Mathematics Subjects Non-Formal Education Unit Learning Activities In Pariaman City

This research is motivated by the lack of skilled human resources in the ongoing implementation of the SKB. UPT SKB Pariaman requires skilled and supportive human resources to be able to implement existing programs. This research aims (1) To see a picture of the Tutor's questioning skills in reviewing previous learning (2) To see a picture of the Tutor's skills in providing verbal and non-verbal reinforcement (3) To see a picture of the Tutor's explaining skills in providing new material (4) To see overview of the Tutor's skills in opening and closing the lesson (5) To see an overview of the Tutor's skills in guiding small group discussions. This research is quantitative research with a descriptive type. In this study, a population of 38 people was used and the research sample was 38 residents studying at the learning activity studio in Pariaman City using the Total Sampling sampling technique. The analysis in this research is descriptive. The results of this research show that (1) The description of the Tutor's questioning skills in reviewing previous learning is categorized as very high (2) The description of the Tutor's skills in providing verbal and non-verbal reinforcement is categorized as high (3) The description of the Tutor's explaining skills in providing new material is categorized as high (4 ) Description of the Tutor's skills in opening and closing the lesson is categorized as high (5) Description of the Tutor's skills in guiding small group discussions is categorized as high Keywords: Tutor Teaching Skills, Package C, Mathematics Subjects

Work–life balance of teachers–tutors

The article focuses on the work–life balance of teachers who are somehow connected with tutoring. Achieving work–life balance is problematic for them because of increased requirements for their professionalism. The combinations of the parameters of “work” and “life” in the career path of the teacher, which are the most successful in terms of self-assessment of workload and well-being, are revealed. The influence of socio-demographic characteristics of teachers on the chances of being satisfied with the work schedule is considered. The study is based on the results of an online survey of educators conducted in February 2022. The sample consists of teachers and tutors that are using online educational platforms and marketplaces to find the main and additional job. Only higher workload at school statistically significantly increases dissatisfaction with the work schedule. This may be due to low incomes of teachers. At the same time, there are differences in satisfaction with the work schedule among men and women

FACTORS AFFECTING THE IMPLEMENTATION OF SETARA DARING PLATFORM-BASED LEARNING AT SKB 2 SAMARINDA

This study aims to analyze the factors that influence the success of the implementation of equality education learning using seTARA daring. This research approach was carried out using a qualitative approach. Qualitative research in this study is in accordance with the purpose of the study, which is to examine in depth the factors that affect the success of the implementation of equality education learning using online education. Descriptive research in this study to describe the research findings. Data collection methods in this study using interviews, observations and document study methods. Interviews were conducted with interactions between researchers and research informants. The research informants are Equality Education Tutors, Equality Education Students, and the Head of SPNF SKB 2 Samarinda. Data analysis using data reduction, data presentation, and conclusions. Data validity checking techniques are implemented by source triangulation and triangulation techniques. The results showed that the factor that influenced the successful process of implementing learning using seTARA daring, in this study was equality education educators who had technological competence. Diverse learners include students who have a busy life that affects the learning process. Adequate learning facilities at SPNF SKB 2 Samarinda also affect the success of learning implementation.

Tutors’ Responses to Student Disclosures: From “Suicidal Ideation to “Feeling a Little Stressed”

Tutors in higher education are receiving and responding to student disclosures that include racism, anxiety, loneliness, legal disputes, family upheavals, physical, emotional, and mental health, bereavement, legal battles, and harassment. In many cases, this caring aspect of the tutor role is not acknowledged, allocated time in job descriptions, or accurately remunerated. This qualitative study explored how tutors experienced and managed student disclosures, the personal and professional impact of responding to disclosures, and how tutors believed they could be better supported. Data was collected from two cohorts of participants tutoring at a University in Aotearoa New Zealand. using interviews and questionnaires and analysed by reflexive thematic analysis. Our findings showed that our participants believed they were positioned vulnerably between a rock and a hard place. At the rock, tutors were told to follow university guidelines and refer distressed students to over-loaded course coordinators or over-subscribed support services. At the hard place, tutors were often the first to be disclosed to, because of their front-facing positioning at the university and once they had heard the disclosure felt it was unethical not to try and help. Tutors believed they could assist students with personal challenges if their precarious positioning within the university was protected and strengthened and if appropriate support was provided by their university through training, time, and remuneration. Findings have implications for higher education providers to reconsider how tutors are supported to support students.

Involvement of the tutor in competency-based teacher education in medical college: How much need it?

Involvement of the tutor in competency-based teacher education in medical college: How much need it?

Effects of Guided Inquiry and Peer Tutoring Teaching Strategies on Achievement of Physics Students’ in Delta State

Effects of guided inquiry and peer tutoring teaching strategies on achievement of students’ in physics in Delta State was investigated. Quasi-experimental design, specifically non-equivalent pre-test, posttest, control group design was adopted. A sample size of 289 SS II Physics students, randomly selected from six secondary schools was used. The reliability of the instrument was done using Kuder-Richardson Formula 21 which yielded a coefficient of 0.86. The treatment involved exposing students in experimental groups to Physics concepts with the use of guided inquiry and peer tutoring strategy, and the control group with lecture method. Pretest was administered before the treatment and posttest after the treatment. The scores obtained were analyzed using mean and standard deviation for the research question and analysis of covariance (ANCOVA) for testing the hypothesis. It was found in the study that peer tutoring strategy and lecture method have significant effects on students’ achievement in physics than guided inquiry teaching strategy; there was no significant difference in the mean achievement scores of Physics students taught with guided inquiry and lecture method. It was recommended among others that both guided inquiry, peer tutoring strategies and lecture should be adopted by physics teachers during classroom instruction.

Frequency, inequalities and spatial distribution of oral health services utilization in Peruvian children under twelve years of age: a population-based comparative analysis of the years 2017 and 2021

BackgroundOral diseases pose a significant public health challenge among Peruvian children. However, oral health services utilization among them is marked by inequalities, which may have been exacerbated by the COVID-19 pandemic. The objective was to compare the frequency, inequalities, determinants of inequality, and spatial distribution in oral health services utilization in Peruvian children under 12 years of age in 2017 and 2021.MethodsComparative secondary data analysis from the Demographic and Family Health Survey (ENDES) for the years 2017 (38,787 minors) and 2021 (36,729 minors). Age-adjusted prevalence ratios (PR) with 95% confidence intervals (CI) were calculated to assess the change in oral health services utilization in the last 12 months between the years 2017 and 2021, stratifying by demographic and socioeconomic covariates. Inequality was assessed by decomposing the Erreygers Concentration Index (ECI) and calculating the percentage contribution to inequality of the independent variables. Spatial analysis was performed using spatial autocorrelation methods, Hot Spot Analysis, Cluster and Outlier analysis, Inverse Distance Weighting, ordinary Kriging, and Kulldorff analysis.ResultsThe probability of Peruvian children under 12 years of age using oral health services in the last 12 months was reduced by 45% in 2021 compared to 2017. The ECI identified a significant reduction in oral health services utilization inequalities at the national level (Diff: -0.0963; p < 0.001). The main contributor to inequality was higher tutor education level (55.2% in 2017 and 82.7% in 2021). In the comparison of spatial distribution, there was a greater dispersion of the conglomerates in which the use of oral health services is concentrated in 2021.ConclusionsThe frequency of oral health services utilization in the Peruvian children under 12 years of age was halved between 2017 and 2021. This problem is transversal to the entire population at the demographic and socioeconomic level. The key factor contributing to inequalities in the utilization of oral health services was the higher educational attainment of caregivers or guardians. Despite the improvement observed in inequalities and spatial distribution of the concentration of oral health services utilization, it is necessary to keep monitoring these patterns to guide decision-making.

Personal Tutoring in Higher Education: an action research project on how to improve personal tutoring for both staff and students

ABSTRACT In highlighting the changes in demands on personal tutors as part of university support networks, this paper identifies how to improve the personal tutor experience for both the personal tutor and the student. Drawing upon the experiences at Nottingham Law School, Nottingham Trent University, England, this paper explores the importance of the personal tutor in the student experience, the challenges faced by staff as a personal tutor, and areas for improvement are identified. The methods section of this paper explains the benefits of the use of action resech into personal tutoring and how it can lead to greater success of a project by engaging key stakeholders, both staff and students, involved in personal tutoring. An analysis of the data collected identifies three key issues for analysis: the ambiguity of the role of the personal tutor, the lack of clarity or purpose of personal tutor meetings and a lack of confidence in staff. The paper concludes with recommendations for personal tutoring in the development of resources for staff and students on personal tutoring, which include a clear definition of the role. Moreover, future training for personal tutors is recommended.

Leadership Style of School Principal’s and Tutor Teacher in Collaboration with Students of “Kampus Mengajar” Program

Kampus iMengajar” (KM) program is a part of the policy Merdeka Belajar-Kampus Merdeka (MBKM) who implemented by the Kementerian Pendidikan, Kebudayaan, Riset, dan Teknologi (Kemendikbudristek). The aim of ithe program is to improve the quality of students in improving the quality of the teaching and learning process in elementary/junior high schools. The "mpus Mengajar" program activity is not merely itaking ion ithe irole iof ithe teacher ibut ias ia isupport ifor ithe ilearning isystem ifor istudents iat ischool. The iaim of this research is to find out how the school principal's ileadership istyle iaffects ithe imotivation iof itutor iteachers iin icollaborating iwith istudents ifrom ithe i"Kampus iMengajar" iprogram ibatch i3 iand ibatch i4 iat iSD iNegeri iBulusan i2 iBanyuwangi and SMP Atma iWidya iSurabaya. iThis iresearch imethod iuses idescriptive iqualitative with acase study approach, with i8 irespondents, namely 2 (two) school principals and 6 (six) tutors in the "Teaching Campus" program program batch 3 and batch 4, namely at iSD Negeri Bulusan 2 Banyuwangi and Atma Widya Surabaya Middle School. Methods of data collection using interviews and questionnaires. Data analysis techniques start from collecting data from interviews and questionnaires. The iresults of ithe research conducted show that the leadership style of one of ihe school principals regarding the motivation of tutor teachers in establishing collaboration is still not optimal. Another finding from the results of this research is that several civil servant teachers have not carried out their main duties and functions. Well and their ability to collaborate is still relatively low. So that some of the implementation of the Work Program’s for the students of the "Kampus iMengajar" program team was not running effectively

Tutors visualized through metaphorical narratives: a role unquestioned?

ABSTRACT Do tutors in higher education have a clear vision of their role? Using qualitative methodology, this case study interprets and analyses the metaphorical narratives constructed by a group of 50 tutors referring to their own role. The results show a predominance of the most classical perspectives from which the tutoring role can be considered, in which the participants perceive themselves as the means whereby they can guide, inform and give emotional support to the students from an individual and transactional position. However, these perspectives are far removed from the idea that this function is carried out from a paradigm that is social and/or shared with other agents, based on a horizontal relationship and for the purpose of encouraging individual autonomy and a capacity for self-regulation. The unquestioning acceptance of a complex role invites us to reflect on the tutors’ professional learning, which leads us to new questions.

Optimizing the Role of Supervising Teachers Through Small Groups and Peer Tutors Tutoring Teaching Types to Strengthen the Character, Spirituality, Academics and Discipline (KSAD) of Students at SMAN 1 Asam Jujuhan, Dharmasraya Regency

Optimizing the Role of Supervising Teachers Through Small Groups and Peer Tutors Tutoring Teaching Types to Strengthen the Character, Spirituality, Academics and Discipline (KSAD) of Students at SMAN 1 Asam Jujuhan, Dharmasraya Regency

Embedding epistemic insight (EI) in teacher training programmes in English universities: barriers and how to overcome them

ABSTRACT Entrenched compartmentalisation of curriculum subjects and ‘teaching to the test’ can leave students with limited understanding of the nature and interaction of disciplines. The necessity of developing future teachers’ epistemic insight (EI) and equipping them with strategies to address the gaps between subjects has been pushed to the fore by challenges that emerged during the pandemic. This article examines the extent to which epistemic insight is understood by Initial Teacher Education tutors and features in their programmes as well as their recommendations for increasing the inclusion of multidisciplinary approaches in education, based on qualitative and quantitative research. While initial findings revealed a poor understanding of EI, its importance was broadly acknowledged, and the follow-up survey revealed progress in the form of greater engagement with and inclusion of EI by tutors in teacher education. This research was done in the context of a new inspection framework distinguishing substantive and disciplinary knowledge.

The Perception Of Pamong Teachers Towards Students In The Practice Of Educational Field Private Vocational School Of Fpp Unp In The Implementation Of Learning At SMK Negeri 9 Padang Period January-June 2021/2022

This research was conducted to find out the perceptions of tutors' teachers towards Culinary School students at FPP UNP in the implementation of learning at SMK Negeri 9 Padang for the January-June 2021/2022 period. This research method is a quantitative descriptive approach. The population of this study were all culinary teachers who became tutors in the January-June 2021/2022 period, namely 10 people. Sampling was carried out using the total sampling technique. Data was collected through a questionnaire using a Likert scale. The results of this study indicate that the perception of tutor teachers towards PLK students in the implementation of learning is good with a percentage of 73%. For preliminary learning activities, the degree of achievement of perception is 71% in the good category; for the core learning activities of 73.5% in the good category; for closing learning activities it 74.4% in the good category.

Effects of E-Learning on Colleges of Education Tutors: A Case Study on Nusrat Jahan Ahmadiyya College of Education and Mccoy College of Education

E-Learning is an electronic technology to access any educational format curriculum in Ghana or any part of the world outside of a physical or traditional classroom. Official Public Service Announcement on Coronavirus from the World Health Organization (WHO) has led to the improvement of our educational system in the whole wide world and Ghana as a country. In an attempt to contain and control the spread of the virus, the President instituted social distancing protocols and directed the closure of schools on the 16th of March 2020. To ensure the continuity of teaching and learning, the president of the Republic of Ghana directed the Ministry of Education and the Ministry of Communication to ensure that they roll out distance and remote learning programmes for all students. The aim of the study was to assess the effects of e-learning on the Colleges of Education Tutors using the Nusrat Jahan Ahmadiyya and Mccoy College of Education as case studies. A total of 100 tutors were recruited for the study. The study found that the time allocated for eLearning is not enough, the nature of accessible programming for students’ learning is not effective and there is no enough demonstration during e-lessons. Also, the study revealed that the course contents are based on the outline provided. The study also revealed that, to solve the challenges, ensuring a friendly user interface will help solve the challenges in e-learning, and tutors may start using e-learning with the assistance of their associates. Also, ICT courses should be made compulsory for tutors to undertake them. The study concludes among others that the time allocated for eLearning is not enough due to the demand of the course outline. The study therefore recommends among others that there is the need for innovative teaching strategies, course design specific to online education, and the development of good online teaching skills by tutors and these are significant components of quality and effective online education.

Penerapan Media Audiovisual untuk Meningkatkan Hasil Belajar Peserta Didik Kelas III SDN 1 Hadiluwih

Based on the results of observations made at SDN 1 Hadiluwih Kec. Ngadirojo, Kab. Pacitan. The learning activities carried out are less effective, this is due to the learning activities caused by the learning method which is still monotonous with lectures without using the media as a supporting tool. This type of research is Classroom Action Research (PTK) and this research is in collaboration with tutor teachers as well as homeroom teachers for class III SDN 1 Hadiluwih. The subjects in this study were class III students at SDN 1 Hadilwuih Kec. Ngadirojo, Kab. Pacitan. Data collection techniques consisted of observation and posttest questions and there were four stages in the research conducted, namely planning, implementing, observing and reflecting. The above problems lead to the need for creative and innovative learning media to improve student learning outcomes. Learning media that is easy and can be created by educators is audiovisual media which is able to have a big influence on learning activities. This makes students experience lagging behind and has an impact on the learning outcomes of students, the majority of whose learning outcomes are under the KKM. The results of the data from pre-cycle with KKM 75, only 30.76% of students who can fulfill the achievement of mastery. In Cycle I there was an increase in students' learning achievement which reached 53.84%. The percentage almost reached the expected target even though there were several points that students had not understood. In cycle II 84.61% The percentage obtained has reached the expected target. The results of this study indicate that there is an increase in learning activities using audiovisual media.