Tutor Performance Research Articles

THE CONTRIBUTION OF PLAYGROUP MANAGERS’ LEADERSHIP IN IMPROVING TUTOR PERFORMANC

This research departs from the performance of Playgroup tutors which can be used to assess the achievement of the tutor's work in planning and implementing the learning process, as well as assessing the learning outcomes in Playgroup units. The research was conducted at the As-Salam Kp. Nagrogjaya, Pagaden District, Subang Regency. The objectives of this study were (1) to describe the leadership function of the As-Salam Playgroup manager in improving tutor performance; (2) describe the tutor's performance achievements in increasing competence. The research method was used descriptive method with a qualitative approach. The number of informants was 8 people. Based on the findings and discussion, this study obtained the results (1) the manager of the As-Salam Playgroup can actualize the functions of educators, managers, administrators, supervisors, leaders, innovators, and motivators as a form of leadership contribution in improving tutor performance; (2) the performance of the tutor is well perceived by the manager of the As-Salam Playgroup, measured by the quality of work, timeliness of work, work initiative, work ability, and communication at work.

The Relations of Tutor Teaching Performance and Science Learning Outcome of Learners at Paket B Equivalency Program

This research is motivated by the low learning outcomes of residents learning equivalence Package B at SPNF Pasaman Regency, this is thought to be due to the influence of tutor performance in learning of science subjects for class VIII. This study aims to: 1) describe the performance of tutors; 2) describe the learning outcomes of learning citizens; and 3) looking at the relationship between tutor performance in learning and learning outcomes in Science Class VIII Equivalence Package B at SPNF Pasaman Regency. This type of research is quantitative research with correlational descriptive technique. The population of this study were all students of class VIII Package B Program at SPNF Pasaman Regency, totaling 180 people and with a sample of 44 people. The data collection technique is in the form of a questionnaire with a data collection tool in the form of a questionnaire and the data is analyzed using the percentage technique and product moment correlation. The results showed that: (1) the performance of tutors in learning of science subjects for class VIII was categorized as low, (2) the learning outcomes of students were categorized as low, (3) there was a significant relationship between the performance of tutors in learning and science learning outcomes. class VIII Equality Package B at SPNF Pasaman Regency. It is recommended for institutions to pay more attention to the performance of tutors, and it is hoped that tutors can improve performance in learning.

Motivation And Competency Factors Influencing Tutors Performance In Educational Equality Of Study Group Musi Banyuasin Regency

The lack of motivation and competence in the performance of tutors in the education equality of study groups in the Non-Formal Education Unit of the Musi Banyuasin Regency was the background for this research. The purpose of this study is to prove the influence of motivation and competence on the tutor's performance. The population in this study were all Group Equality Tutors, total to 70 people. Primary data used from questionnaires by respondents. Sample selection is done by simple random sampling. Data management techniques used the SPSS version 20 program and tested it using multiple linear regression equations. The results of the study simultaneously produce an R2 (R square) of 0.169 indicating the variable competence and work motivation affect tutor performance by 16.9%, and the remaining 83.1% is influenced by other variables. While partially there is an influence between motivation on performance that produces a tcount of 3.501, and there is no influence between competence on performance with the result of a tcount of 1.820.

The Influence of Leadership Style and Work Environment Against Work Ethic and Tutoring at PKBM in Tangerang City

The purpose of this study was to determine the influence of leadership style (X1) on work ethic (Y1), leadership style (X1) on teacher's performance (Y2), work ethic (Y1) on teacher's performance (Y2) and the Work environment (X2).) On work ethics, (Y1) Work environment (X2) on tutoring (Y2) at PKBM in Tangerang City. The method used is qualitatively descriptive with a population of 165 using a random sampling method, namely 117 samples of the existing population. Research results Statistical test on model 1 with tcount> ttable (3.404> 1.97) and Sig <0.05 (0.000 <0.05), leadership style sometimes has a positive and significant influence on work ethic. Value Fcount> Ftable (14.815> 3.06) and Sig <0.05 (0.000 <0.05), management style and work environment have a positive and significant effect on work ethic at the same time. In model 2, the value of tcount> ttable (5.555> 1.97) and Sig <0.05 (0.000 <0.05) is obtained. The leadership style has a partially positive and significant effect on the tutor's performance. With the value of tcount> ttable (3.447> 1.97) and Sig <0.05 (0.001 <0.05), the working environment has a partially positive and significant effect on the teacher's performance. The value of tcount> ttable (4.261> 1.97) and Sig <0.05 (0.000 <0.05), partly work ethic, has a positive and significant effect on the teacher's performance. The value of Fcount> Ftable (35.927> 2.67) and Sig <0.05 (0.000 <0.05), the leadership style, the work environment and the work ethic all have a positive and significant effect on the tutor's performance.

Motivation And Competency Factors Influencing Tutors Performance In Educational Equality Of Study Group Musi Banyuasin Regency

Purpose: The lack of motivation and competence in the performance of tutors in the education equality of study groups in the Non-Formal Education Unit of the Musi Banyuasin Regency was the background for this research. The purpose of this study is to prove the influence of motivation and competence on the tutor's performance.
 Design/methodology/approach: The population in this study were all Group Equality Tutors, total to 70 people. Primary data used from questionnaires by respondents. Sample selection is done by simple random sampling. Data management techniques used the SPSS version 20 program and tested it using multiple linear regression equations.
 Findings: The results of the study simultaneously produce an R2 (R square) of 0.169 indicating the variable competence and work motivation affect tutor performance by 16.9%, and the remaining 83.1% is influenced by other variables. While partially there is an influence between motivation on performance that produces a tcount of 3.501, and there is no influence between competence on performance with the result of a tcount of 1.820.

Especialização em Saúde da Família UNA-SUS UNIFESP: dez anos de experiência em capacitação profissional

OBJECTIVE: The purpose of the current study is to present the results of the implementation of innovations after ten years of analysis of professional training in the Specialization courses of the UNA-UHS Unifesp Program, as well as evaluations of the perceptions of students in relation to academic demands and professional practice. METHODS: This is a retrospective and descriptive observational study with a mixed approach, carried out in 2019 and 2020, in São Paulo. The methodological steps include a description of the technical-scientific evolution of the courses, considering pedagogical and technological aspects, and an analysis of 1,163 enrolled students (doctors working in Primary Care) using assessment instruments.The data are presented in absolute numbers and corresponding percentage frequencies. RESULTS: The modernization phase of the courses included technological innovations and updates of the pedagogical strategies for navigating content and activities. Regarding the analysis of the students, through responses categorized in a positive way for all the evaluated questions, it was possible to observe the delineation of the data that reflect the performance of tutors and the approximation of the contents/activities with professional practice. CONCLUSIONS: The pedagogical project, contents, technological infrastructure, educational resources, navigation routes, and course management have undergone relevant advances. These innovations expand the body of evidence in order to guarantee competences and skills, considering the academic and professional preferences of students. The courses of the UNA-UHS Unifesp Program contribute to the strengthening of the Unified Health System, by expanding the perspective of training in Family Health.

The Implementation of Andragogy Principles by Tutors in The Life Skill

Adult learning is an effort aimed at self-development carried out by individuals without coercion. In applying the principles of adult learning, tutors are required to be active and adjust to the training participants. In this case, the tutor's role is not only in the training process, but starting from the tutor's performance, managing the learning environment, and evaluating the training process. Tutors have an important role in determining the success of a program. The research method uses descriptive quantitative. The technique used in sampling is purposive sampling. For the total population, the percentage of samples taken in this study was 64.5%. So the number of samples in this study were 142 people. Collecting data using a questionnaire with a Likert scale model. Data analysis techniques using percentages. The results showed that the application of Andragogy Principles by Tutors in the Life Skill Program in PKBM Se-Kabupaten Kampar was in the medium category, meaning that from the application of these andragogical principles it was necessary to make improvements to improve the quality and professionalism of tutors in order to achieve the expected adult learning objectives.Keywords: Andragogy, Life Skill Program

Kinerja Tutor Terhadap Kepuasan Mahasiswa Pada Tutorial Webinar (TUWEB) PGSD UPBJJ-UT Makassar Di Kabupaten Wajo

This study aims to explain the correlation between tutor performance and the level of student satisfaction in the webinar tutorial (Tuweb). This study uses two approaches, namely quantitative and qualitative approaches. Data were analyzed using simple linear regression analysis. The sampling technique was simple random sampling of 40 people. The regression coefficient value is 0.144, this means that if the tutor's performance has increased by one unit, the level of student satisfaction in the UPBJJ-UT Makassar webinar (Tuweb) tutorial in Wajo Regency increases by 0.144 units. The determination coefficient test (KD) or the R2 test is 0.598 or 59.8%, which means that the effect of tutor performance on student satisfaction on webinar tutorials (Tuweb) is 59.8%. The results of the analysis and processing of research data show that there is a positive and significant influence between tutor performance on student satisfaction in the PGSD UPBJJ-UT Makassar webinar tutorial in Wajo Regency. This means that it is very supportive of the learning conditions during the Covid-19 pandemic, which really requires all sectors and fields, especially in the field of education, which demands to continue to innovate to promote online or online learning systems

EVALUATION OF TUTOR PERFORMANCE IN PROBLEM BASED LEARNING: RATING THE SKILL ON STUDENTS PERSPECTIVE

Background: The Problem based learning (PBL) was developed at McMaster University School of Medicine in Canada in the 1960s. It has become today’s most accepted method of teaching and learning activities in the field of medicine. A skilled and well-trained tutor plays major role in PBL. Present study is aimed to evaluate tutor performance on student’s perspective based on questionnaire. Methods: This questionnaire-based study was conducted with MBBS I (n=100) and II (n=100) year students of Nobel Medical College and Teaching Hospital. Tutors performance evaluation form was prepared provided with nine question items and the responses were limited to likert scale (1=strongly disagree, 2=disagree, 3=uncertain, 4=agree and 5=strongly agree). Students were in­structed to give their opinion and total percentage score along with mean score of every question items were obtained. Then, mean score of each questions were compared between both MBBS batches. Results: Performance of tutors in problem-based learning sessions were analyzed which were ob­tained as Likert scale score; the percentage score 4 (agree, MBBS I= 52.11 %, MBBS II=53.55 %) followed by 5 (strongly agree, MBBS I=20.77 %, MBBS II= 32.22 %). Mean score obtained for each question items were compared between MBBS I and II year which significantly vary though the majority of scores were 4 (agree) and 5(strongly agree). Conclusions: Satisfactory tutor performance was procured on evaluating the tutor for their skill in PBL as facilitator based on student’s opinion.

The relationship between work-stress, coping strategies and job performance of tutors in college of education in greater Accra and Eastern Regions of Ghana

This study aimed at testing a model of which tutors’ ways of coping with stress are assumed to mediate the relationship between work-stress and job performance. It further investigated whether there were sex, age and work experience differences in perceived work-stress, coping strategies and job performance. The sample for the study consisted of 150 tutors from Colleges of Education in Greater-Accra and Eastern Regions. The methodological inquiry was quantitative research using survey design. The statistical tools employed in the study in analyzing the hypotheses included sample t-test, hierarchical regression, One-Way ANOVA and chi-square. Findings indicated that work-stress influenced job performance, and this depended on coping strategies. Based on these findings, it was recommended that principals of Colleges of Education should provide reasonably comfortable work environment for all tutors, and also to ensure clarity in the roles and responsibilities of the tutors, which in turn would help in coping with the work-stress.

Confirmatory Factor Analysis of a Questionnaire for Evaluating Online Training in the Workplace

(1) Background: The objective of this research is to analyse the validated psychometric characteristics of a reduced version of the Questionnaire to Evaluate Online Training in the Workplace (CEFOAL), developed to evaluate the impact of online training processes in terms of satisfaction with lived experience. (2) Methods: This instrument has a factor design structure of five latent factors, obtained through exploratory factor analysis (EFA). The factors are pedagogical design, tutor performance, virtual environment design, timing, and transfer of learning. The questionnaire was administered to a sample of 471 participants several months after they took courses on occupational health and the environment. The courses were provided through the ISTAS (Trade Union Institute for Labour, Environment and Health; Spain) e-learning platform. Subsequently, confirmatory factor analysis (CFA) was performed using the maximum likelihood method. (3) Results: We were able to explain 71.58% of the total variance. Reliability, calculated with Cronbach’s alpha, achieved an overall value greater than 0.90 (α = 0.95). (4) Conclusions: This valid and reliable questionnaire, which incorporates a dimension that measures learning transfer to the job, can be applied in the evaluation of online training processes.

Exploración del Comportamiento de un Instrumento para Evaluar la Función de Tutoría Académica en el Contexto de Escuelas Normales

This paper documents the process and results of an exploratory quantitative approach research exercise on the metric behavior of a questionnaire for the evaluation of university tutors applied in the context of a teacher training school.The work was supported by a questionnaire that evaluates the performance of university tutors under the student accompaniment model, composed of thirty items derived from three dimensions and five competencies. This instrument has been validated and tested in different Mexican higher education context. The results are oriented to a good behavior of the items for the evaluation of the tutors of teacher training school since the test presented a level of adjustment to the model, by items and by response categories. Part of the conclusions point to the importance of continuing to explore the evaluation of tutoring for the improvement of student accompaniment processes and the training of academic tutors, also perform more metric studies of the behavior of the items to improve the evaluation process.

Problem Based Learning: Learning from the Experiences of Medical Students

Introduction: Problem based learning (PBL) is student centered learning approach that has been implemented in many medical colleges. Since the literature has controversial takes on the utility of PBL, exploring student perspectives might share insights on the contextual merits and demerits of PBL approach. Aims & Objectives: To evaluate experience of medical students regarding PBL in hybrid integrated curriculum. Place and duration of study: May to June 2018 at two medical colleges of Lahore (Shalamar Medical College & University College of Medicine and Dentistry. Material & Methods: Descriptive cross sectional study conducted in May to June 2018 at two medical colleges. Sample size was 188 students of 1st and 2nd year MBBS of Institute 1 and 110 students of 1st and 2nd year MBBS of Institute 2. Pre validated questionnaire was distributed and students were asked to record their experience about PBL using a 5-point’s Likert scale. Data was analyzed by using non-parametric statistics. Results: Institute 1 (188 participants), Institute 2 (110 participants), females being 205 (68.79%). Mean score <3 indicates bad experience while >3 indicates good experience about PBL. Results showed that students of both institutes found several key benefits of PBL acquiring critical thinking, problem solving, communication skills and team work. PBL was perceived as better learning approach than lectures. Moreover students of Institute 1 mean score <3.0 showed dissatisfaction regarding tutor performance in PBL facilitation which was statistically significant (0.048). Conclusion: It is recommended that tutor and student training should be mandatory before introducing PBL. PBL session marks can be included in internal assessment. Only senior faculty and volunteering to facilitate should conduct PBL sessions.

A Study on the Relationship among Tutor’s Emotional Leadership, Tutee’s Self-Determinated Motivation, Satisfaction and Tutoring Performance in College Peer Tutoring Program

A Study on the Relationship among Tutor’s Emotional Leadership, Tutee’s Self-Determinated Motivation, Satisfaction and Tutoring Performance in College Peer Tutoring Program

Sistem Pendukung Keputusan Kenaikan Jabatan Menggunakan Metode Technique for Order Preference by Similarity to Ideal Solution (TOPSIS)

Promotion is one way to Rumah Bermain Bilal to improve the performance of tutors in educating their students. The problem of leadership in decision-making still uses the choice of methods and assessment processes subjectively so that the process is not in accordance with the goals of the career path. Therefore, it is necessary to make a Technique for Order Preference by Similarity to Ideal Solution (TOPSIS) Method to help make decisions. In this study, using the criteria set by the company, namely planning, learning, evaluation, and training. The ranking results obtained from testing the calculations that the alternative Tutor F is the best tutor with the results of the calculation of 0.804 when compared to the other twelve alternatives. The TOPSIS method has a data accuracy rate of 85% from thirteen alternatives and can be used as a support for leadership decisions to make recommendations for increasing the career path of tutors.

Tecnologias digitais de informação e comunicação como suporte ao Estágio em Odontologia

O estudo visou aplicar as Tecnologias Digitais de Informação e Comunicação (TDIC) como suporte ao ensino no campo estágio em Odontologia através de um ambiente virtual de ensino (AVE) aberto, que atendesse às necessidades do estágio. Foi elaborado um sistema de avaliação que analisou os diversos aspectos da aprendizagem em campo. Foi implementado um portfólio de atividades como estratégia educativa no AVE e elaboradas categorias e critérios para sua análise. As ferramentas mais usadas no AVE foram o portfólio, o fórum de discussão e o diário de bordo, segundo a opinião dos estudantes. Aproximadamente 80% dos estudantes e 100% dos preceptores afirmaram que a inserção do AVE favoreceu o processo de ensino-aprendizagem. As ferramentas digitais criadas foram consideradas facilitadoras da aprendizagem pelos estudantes e preceptores avaliados. As TDIC contribuíam para a melhoria dos cursos de graduação, envolvendo de forma mais intensa alunos e professores, integrando-os às estratégias de comunicação, muitas vezes já tão utilizadas em contextos diversos fora da universidade. Foi possível caracterizar os estudantes analisados como sendo a maioria do sexo feminino, solteiros e sem filhos. Além disso, a maioria dos discentes somente estuda. Os estudantes avaliaram como positivo o desempenho dos preceptores. Não foram relatadas dificuldades vivenciadas pelos estudantes e preceptores com a utilização do AVE. O uso dessas tecnologias focou nos componentes curriculares do curso envolvidos, priorizando o acesso síncrono e assíncrono aos conteúdos, a autonomia dos discentes e a disseminação de uma cultura digital. A adequação das metodologias de ensino, permitiu melhorias no desempenho acadêmico dos alunos, professores e preceptores e estimulou o processo de educação permanente, facilitando o ensino-aprendizagem no Estágio em Odontologia.

Interns as medical educators: student and intern experiences from the intern-delivered teaching program at University Hospital Limerick.

The acquisition and assimilation of knowledge through history-taking and clinical skills practice are core aspects of training for medical students. Interns, who have recently graduated and have entered into clinical practice, are uniquely positioned to assume a pivotal role in student education. The goal of this study was to evaluate feedback from both students as well as intern tutors on the intern-delivered teaching program at University Hospital Limerick (UHL) from 2015 to 2016. Eighty-five interns participated in the program at UHL in 2015 and 2016, aiming to deliver four 1-h tutorials to 285 Year 3 or Year 4 students from UL Graduate Entry Medical (GEMS) Program. A flexible schedule focused on practical skills and knowledge translation was created with oversight from Lead Interns and Professor of Medicine, with administrative support. Feedback was assessed using anonymous survey questionnaires. The survey response rate was 74% in 2015 and 75% in 2016. Student feedback on the performance of intern tutors was positive. More than 50% of students deemed tutorials on history-taking and clinical examination as the most valuable. Over 76% of students indicated a desire to participate as tutors after graduation. Logistical issues in agreeing mutually suitable timeslots were identified as the major barrier for delivery of teaching. From the intern perspective, over 85% reported benefits in areas of professional development and knowledge consolidation. Participation in intern-delivered teaching leads to clinical and educational benefits for both students and interns. However, several logistical barriers were identified and require refinement.

Desempeño de tutores en el proceso de investigación monográfica de la URACCAN, Recinto Universitario Nueva Guinea

El presente estudio se realizó para identificar el desempeño de tutores en el proceso de investigación monográfica 2010-2016, en la URACCAN-Recinto Nueva Guinea. Es un estudio investigativo de carácter cuantitativo con un alcance correlacional y corte transversal sustentado en un diseño descriptivo. La población participante fueron hombres y mujeres graduados (380 estudiantes), así como el profesorado que realizó tutorías en este período. La muestra se calculó a través de la ecuación de Schaefer, se desagregó para cada estrato por sexo, carrera y año de graduación La información fue recolectada a través de encuestas organizadas en escala Likert. Las variables consideradas fueron características que debe cumplir un tutor, efectividad e importancia de la tutoría, principales dificultades y debilidades en el acompañamiento. Los resultados muestran que la mayoría de los tutores conocen e identifican las etapas o procesos de la investigación monográfica, dadas por el conocimiento del marco normativo que organizan dicho proceso y los momentos de este, aun así, se obtuvo que una proporción de docentes no conocen a plenitud las diferentes etapas y momentos del proceso, lo que inciden en el acompañamiento investigativo a los estudiantes. Por otra parte, los estudiantes valoran de manera positiva el desempeño de la tutoría y cualidades del tutor dadas por los conocimientos relacionados a los temas investigados, experiencia en conducir procesos de acompañamiento investigativos, sinergias creadas entre tutor y estudiantes; asimismo, existen elementos a mejorar como es el acompañamiento en la elaboración del artículo científico siendo este el momento más débil del proceso de tutoría. El estudio arroja que la tutoría en la URACCAN es efectiva, dada por la alta cantidad de estudiantes que concluyen su proceso investigativo en el período considerado en las normativas y la valoración positiva del proceso por los estudiantes. Se concluye que los tutores en URACCAN desarrollan un proceso efectivo de acompañamiento a los estudiantes en su proceso investigativo.

Educational experiences in a master of health professions education program at the National Autonomous University of Mexico: A qualitative study.

Medical schools and healthcare institutions need leaders with formal training in education, in order to provide quality medical teaching. An answer to this need lies in the graduate programs of health professions education. Many programs exist, but there is a dearth of publications about their educational processes and experiences. The purpose of this study was to explore the teaching and learning experiences of students, teachers, and graduates of the Master in Health Professions Education (MHPE) program at the National Autonomous University of Mexico (UNAM). A qualitative approach was used with focus group discussions with students, graduates, and teachers, to explore their opinions, feelings, and experiences about the program. Purposeful sampling of participants was done. Focus group guides were developed for the different study groups; testimonies were codified and categorized with axial coding and a constant comparison method. Testimonies from 19 participants in three focus groups were obtained (five graduates, seven current students, and seven teachers). The data were grouped in seven thematic categories: expectations, feedback of research projects, the tutorial process, teaching strategies, usefulness of what was learned, professional development, and assessment. Positive elements of the program were identified as well as areas in need of improvement. The MHPE program at UNAM has been a positive experience for students and mostly fulfilled their expectations, they learned the basic theories and practical aspects of teaching, learning, and assessment in the health professions. Some areas need improvement, such as tutor performance and timely feedback to the students. Graduates think the competencies acquired in the program are useful for their professional practice. This information will be used to improve the program. There is a need to meet international standards in MHPE programs.

Learning Predictors in a Distance Program: A Study with Public Healthcare Providers

Abstract Distance programs are frequently used by public healthcare providers at the Unified Healthcare System (SUS) in Brazil. This research consisted of evaluating learning predictors in a distance specialization program offered by a university to public healthcare providers. The main objective of this study was to analyze the influence of variables related to the characteristics of clients (personal data, professional data, well-being at work) and their reaction to the course (instructional procedures and tutor performance) over the learning process. Data collection was conducted through the Internet, with the participation of 125 students. The averages for the items of the Well-being Scale, Reaction to Tutor Performance Scale and Reaction to the Instructional Procedures Scale remained near the midpoint of the Scale. Concerning the learning results, students obtained high averages (grades) in the evaluative activities of the program. Well-being and reaction questionnaires were valid based on the analyzes performed. Multiple regression analyzes showed that participant reaction to instructional procedures and their practice area significantly predicted the learning process of the sample. This work added new knowledge to the distance training evaluation area in public healthcare.