Effect of Tutoring on Student Performance - Case Study Example

Introduction Giving the best in whatever way is what every parent aspires for their children. Good education is one of them. To be educated makes one more critical about the things around him and has the greater chance of succeeding in life. The diploma serves as a passport towards higher learning and a stepping stone in overcoming the challenges of daily life. True learning comes in different forms. On one hand, there is the structured way. It is when children are enrolled in school as they attend formal education, where teacher/student relationship is formed. This is the widely used method of learning. The school, as the students’ second home, is where children learn the ABCs, count numbers, gain friends and experience the first things of what the world is all about. The classroom setting is used as an initial training ground of children in learning the fundamental things about his surroundings. Although parents are still the first teachers of every child, stepping into the realm of a school teacher’s guidance makes everyone more acquainted to a systematized education. On the other hand, after-school programs are being implemented as extension guides and enhancers to the lessons discussed as students indulge in tutoring schemes to help them review, better understand or apply what has been taught in school. These programs are part of the informal education in instilling the essential things that students should know. This paper will deal with the informal education in determining the impact of tutoring on the students’ performance. Do students learn more when they are in school or when having tutorial classes? How does a tutor help the students understand their lessons? Can tutoring be a substitute to classroom learning? How does tutoring affect the student’s behavior towards studying his lessons? These are some of the factors that this paper will dwell on. Essential Factors in Learning Previous studies (Kendall et al. 2001; Mc Lean 2003; Riley and Rustique-Forrester 2002) suggest that the healthy relationship between the teacher and the student is significant in attaining the mentor’s goal of educating the child. This is shown when the student’s learning abilities are stimulated and easily guided by the latter’s teaching facility. When students view their teacher as a good mentor, they are eager to listen and follow what she says. She is often regarded as someone who is supportive, helpful and understanding. If otherwise, students tend to be inattentive and playful if they consider their teacher as unfair, bossy, inflexible and boring. Studies found that if a teacher is seen as a caring person, students are eager to learn more and focus on their studies. A McLean (2003) study noted that if the teacher makes an effort of knowing personally the needs of students, she is most likely to be loved and can respond better to whatever problem that may arise. Munn (2003) said the recent set-up of most schools worldwide is to make sure that the students’ learning places are more relaxing and friendly. In this case, relationship is geared to be positive with mutual respect instead of being intimidated and always in fear. Formal vs. Informal Learning Formal learning is usually structured. It is held in a classroom setting with trained personnel. Meanwhile informal education like home-tutoring happens outside the classroom; it may be part of extension activities held in museums, libraries or basically at home. Classroom study lasts for several days. Unlike tutoring, it is usually dependent on what has been talked about inside the classroom and activities should be related to school discussion. In some cases, tutors may not have the same level of training in educational background, teaching strategies and content management and so this can be a big issue on the competence of what students get from classroom-based discussion against home-based learning. Classroom teachers usually follow specific curriculum based on educational needs of the students, while some tutors can sometimes be flexible with the means of teaching and on the content (Formal vs. Informal Education 2002). Types of Tutoring Tutoring is an activity where one person is informally teaching or assisting a student in his school activities. This usually happens in young children to help them better understand their lessons. Tutoring has three basic types: (1) peer tutoring (one-on-one learning of one child teaching same age student (Gaustad 1992); (2) cross-age tutoring or almost the same as peer tutoring; and (3) parent/adult volunteer tutoring (adults outside the school teach the students). Benefits of Tutoring When a child has a good tutor, his mastery of the lessons is strengthened since he has a partner who always reviews the subjects discussed in the classroom (Martino 1993; Kalkowski 1995). At the same time, the student has improved self-esteem and self-confidence because he is at ease with his tutor. He is not intimidated about being graded and there is bonding shared with his home teacher (Rekrut 1994). In many cases, studies showed that students’ attitude towards school was improved. Dropout rates were reduced and tardiness was lessened. The children were able to understand the lessons better and they were more eager to study and verify the lessons learned with their tutors (Cotton 1989, Martino 1993). As children ask something about what they don’t know without hesitation, social barriers are broken and new friendships are created (Miller et al. 1993). Aside from these, a tutor can provide emotional support and be a role model to his tutee (Martino 1993). Basically, tutoring compared to classroom setting uses personalised and individualised mode of teaching, where lessons are made based on the learner’s needs (Martino 1993, Gaustad 1992; Topping 1988). A student learns according to his receptiveness to the lessons, free from any competition. Instructions are tailored based on the student’s capacity to understand and pacing. He is usually praised for any progress or improvement shown and given feedback for whatever weakness he has. There is a close monitoring of his behaviour and he is given encouragement whenever he feels bored or has difficulty in any of the lessons. Skills are being practised rather than just discussed. A tutee feels loved with a tutor companion at his side (Kalkowski 1995). Setbacks of Tutoring Sometimes, a student may be playful. In this case, the tutor should impose discipline to her tutee but not too imposing. Noise can be a common problem if this happens. So the tutor should provide house rules so that the student will be informed. Tutors should use effective strategies in teaching or she may be using a substandard technique that may be subpar to the classroom teaching. Tutors may be bossy or authoritarian sometimes that may cause for the tutees’ loss of appetite towards learning. What the home teachers should work on is to make the presentation of the lessons more interactive and encourage the student to participate in reviewing the discussion. The lessons should not be boring and must be always fresh and exciting. Avoid catfights between tutor/tutee relationships. Tutors should not be strict but instead be inviting to the student in learning his lessons. Parents should be informed of the student’s progress for reinforcement of the tutee to continue studying hard (Topping 1988). Conclusion Whatever forms of educational strategies used, whether formal or informal, the school administrators and tutors should be reminded that real learning in kids happens in a setting where they can freely express their opinions, not intimidated and can comfortably act and say how they feel. They should be encouraged to say what they have in mind and be able to address their problems and help them in any way to improve their skills and talents. Although classroom setting is more structured, home tutoring should follow competitive strategies tailored to respond to the student’s needs. Both home and school studying programs should work together in bringing the best in every child. References Cotton, K., 1989. Peer tutoring: Lake Washington High School, Benjamin Rush Elementary School; School Improvement Research Series, Snapshot #5. Oregon: Northwest Regional Educational Laboratory. Journal of Educational Psychology, 85 (1), p.182-190. Formal vs. Informal Learning, 2002. [Online] Available at: http://enhancinged.wgbh.org/started/what/formal.html, Corporation for Public Broadcasting [accessed 24 October 2007] Gaustad, J., 1992. Tutoring for at-risk students. Eugene, OR: Oregon School Study Council. Kalkowski, P., 1995. Peer and cross-age tutoring; School Improvement Research Series; Close-Up #18. Portland, OR: Northwest Regional Educational Laboratory. Kendall, S., Cullen, M., White, R. & Kinder, K., 2001. The delivery of the curriculum to disengaged young people in Scotland. Slough, UK: National Foundation for Educational Research. Martino, L., 1993. When students help students. The Executive Educator, 15 (1), p.31-32. Miller, L., et al., 1993. Winning with peer tutoring. Preventing School Failure, 37 (3), p.14-18. Munn, P., 2003. Ethos and discipline in the secondary school. In T. Bryce and W. Humes, eds. Scottish Education. Edinburgh,UK: Edinburgh University, 2003. McLean, A., 2003. The motivated school. London, UK: Paul Chapman Publishing. Rekrut, M., 1994. Peer and cross-age tutoring: the lessons of research. Journal of Reading, 37 (5), p.356-362. Riley K. & Docking J., 2002. Voices of disaffected pupils: implications for policy and practice. British Journal of Educational Studies 52 (2), p.160-179. Topping, K., 1988. The peer tutoring handbook. Cambridge, MA: Brookline Books. Read More