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, r\u03c6 = .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\u2019 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.

Citation

Guerra-Martn, M., Lima-Serrano, M. & Lima-Rodrguez, J. (2017). Effectiveness of Tutoring to Improve Academic Performance in Nursing Students at the University of Seville. Journal of New Approaches in Educational Research (NAER Journal), 6(2), 93-102. University of Alicante. Retrieved August 31, 2024 from https://www.learntechlib.org/p/180114/.

© 2017 University of Alicante

Keywords

• academic achievement
• Curriculum Research
• learning
• tutoring
• UNIVERSITY CURRICULUM