Effectiveness of Tutoring to Improve Academic Performance in Nursing Students at the University of Seville
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| Title: | Effectiveness of Tutoring to Improve Academic Performance in Nursing Students at the University of Seville |
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| Language: | English |
| Authors: | Guerra-Martín, María Dolores, Lima-Serrano, Marta (ORCID |
| Source: | Journal of New Approaches in Educational Research. Jul 2017 6(2):93-102. |
| Availability: | University of Alicante. Carretera San Vincente del Raspeig, Alicante, 03690, Spain. Tel: +34-96-590-3721; Fax: +35-96-590-3464; e-mail: editor.naerjournal@ua.es; Web site: https://naerjournal.ua.es |
| Peer Reviewed: | Y |
| Page Count: | 10 |
| Publication Date: | 2017 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Academic Achievement, Questionnaires, College Faculty, Intervention, Meetings, Tutoring, At Risk Students, Nursing Education, Program Design, Program Evaluation, Academic Failure, Program Effectiveness, Statistical Analysis, Likert Scales, Student Attitudes, Foreign Countries |
| Geographic Terms: | Spain |
| ISSN: | 2254-7339 |
| 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 =0.000, rf = 0.30), improving the information about courses (p < 0.001, d = 2.01), the information comprehension (p < 0.001, d = 0.85) and the strategies to improve academic performance (p < 0.001, 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. |
| Abstractor: | As Provided |
| Number of References: | 50 |
| Entry Date: | 2017 |
| Accession Number: | EJ1151061 |
| Database: | ERIC |
| 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 =0.000, rf = 0.30), improving the information about courses (p < 0.001, d = 2.01), the information comprehension (p < 0.001, d = 0.85) and the strategies to improve academic performance (p < 0.001, 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. |
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| ISSN: | 2254-7339 |
