Effectiveness of Tutoring to Improve Academic Performance in Nursing Students at the University of Seville

Abstract

In response to the increase of Higher Education support provided to tutoring programs, this paper presents the design, implementation and evaluation of a tutoring program to improve the academic performance of at-risk students enrolled in the last year of a nursing degree characterized by academic failure (failed courses). A controlled experimental study was carried out to evaluate a tutoring program that included a minimum of nine meetings performed by an expert professor as tutor. A questionnaire for assessing the academic needs was designed and interventions were performed when responses were: nothing, a little or something. Medium to large effects were found in the progress of failed course to passed course (p =.000, rφ = .30), improving the information about courses (p < .001, d = 2.01), the information comprehension (p < .001, d = 0.85) and the strategies to improve academic performance (p < .001, d = 1.37). The intervention group students' response highlighted program satisfaction and effectiveness. The significance of the study lies in reinforcing the formal tutoring as a tool to improve academic performance in at-risk students.

The Significance of Private Tutoring in Improving English Language Literacy: A Structural Equation Modelling Approach

“…The current study comes to fill the gap especially on the effectiveness of private tutoring on primary pupils in Uganda with a special focus on their English Language literacy levels. This will supplement on current studies which have mostly been done in Multidisciplinary Journal for Education, http://dx.doi.org/10.4995/muse.2018.9872 Social and Technological Sciences EISSN: 2341-2593 developed countries (Guerra-Martín et al, 2017) but mostly focusing on numeracy or mathematics (Guill & Bos, 2014;Unal, Ozkan, Milton, Das & Das, 2013) and a few in developing countries (Cole, 2016). Furthermore, most studies on student or pupil learning outcomes have assumed direct associations between the predictors of student learning outcomes.…”

“…The traditional model is based on a hierarchical relationship between a tutor and a pupil in which the first transmits knowledge, information, or support to the latter. This kind of relationship could have several benefits for the protégé such as psychosocial or career-outcome (Crisp & Cruz, 2009;Jones & Brown, 2011;Guerra-Martín, Lima-Serrano & Lima-Rodríguez, 2017). The reciprocal model emphasizes the collaborative nature of the tutoring relationship.…”

“…The reciprocal model emphasizes the collaborative nature of the tutoring relationship. In this case both tutor and protégé could benefit, and an emotional connection could be created (Guerra-Martín et al, 2017). Finally, although traditional and reciprocal models are the most commonly mentioned in literature, new conceptualizations have emerged such as reverse model, peer tutoring, or the complex adaptive systems that include the role of the university institution or the socio-cultural environment (Jones & Brown, 2011).…”

“…Although the majority of quantitative studies regarding tutoring have previously been based on non-experimental methods, quantitative researchers have begun to move beyond descriptive investigations and towards an understanding of the causal relationship between tutoring and student success (Crisp & Cruz, 2009;Guerra-Martín et al, 2017).…”

Resiliencia de tutorados. Un caso de la facultad de ciencias educativas de la Universidad Autónoma del Carmen, México

“…La importancia de los estudios sobre las tutorías está en torno a reforzar la propia estrategia, pues esta debe adaptarse al contexto, a las necesidades e intereses de los estudiantes (Guerra-Martín et al, 2017). También se parte de la premisa en donde la investigación realizada en los espacios de tutoría puede servir para legitimar la necesidad y relevancia de las tutorías como herramientas para la participación pertinente de los estudiantes dentro de sus contextos (Faroa, 2017).…”