Keywords
Peer tutoring
higher education
dropouts
tutoring
academic achievement
student welfare
higher education
dropouts
tutoring
academic achievement
student welfare
How to Cite
Zapata, S. (2020). Perceptions of Peer Tutoring at a University in Chile. Magis, Revista Internacional De Investigación En Educación, 12(25), 21-38. https://doi.org/10.11144/Javeriana.m12-25.pptu
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Abstract
The purpose of this Action Research study is to explore students' perceptions of their experience in an Academic Support Program[i] (ASP) implemented in a Chilean university to align students' lack of competencies to the minimum required to be able to succeed. Focus groups were held with 21 participants who revealed that the ASP increased their self-confidence and academic achievement. However, students' level of awareness regarding the benefits of the ASP needs to be improved to promote their participation. The findings will generate an action plan to improve students' learning outcomes and well-being.
[i] Academic Support Program
AbdulRaheem, Y.; Yusuf, H. T. & Odutayo, A. O. (2017). Effect of Peer Tutoring on Students' Academic Performance in Economics in Ilorin South, Nigeria. Journal of Peer Learning, 10 (7), 95-102. Available at: https://files.eric.ed.gov/fulltext/EJ1147960.pdf
Alzahrani, T. & Leko, M. (2018). The Effects of Peer Tutoring on the Reading Comprehension Performance of Secondary Students with Disabilities: A Systematic Review. Reading & Writing Quarterly, 34 (1), 1-17. doi:10.1080/10573569.2017.1302372
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Bertin, J. C. & Narcy-Combes, J. (2007). Monitoring the Learner - Who, Why and What for? Computer Assisted Language Learning, 20 (5), 443-457. doi:10.1080/09588220701746021
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Burgess, A.; Dornan, T.; Clarke, A. J.; Menezes, A. & Mellis, C. (2016). Peer Tutoring in a Medical School: Perceptions of Tutors and Tutees. BMC Medical Education, 161. doi:10.1186/s12909-016-0589-1
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Bushe, G. & Kassam, A. (2005). When is Appreciative Inquiry Transformational? A Meta-Case Analysis. Journal of Applied Behavioral Science, 41 (2), 161-181. doi:0.1177/0021886304270337. Available at: http://www.gervasebushe.ca/ai-meta.pdf
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Frenette, M. (2007). Why are Youth from Lower-Income Families Less Likely to Attend University? Evidence from Academic Abilities, Parental Influence, and Financial Constraints. Analytical Studies Branch Research Paper Series. Statistics Canada, Ottawa. Available at: http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.531.6041&rep=rep1&type=pdf
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Gerhart, L. A. (2012). Mentorship: A New Strategy to Invest in the Capital of Novice Nurse Practitioners. Nurse Leader, 10 (3), 51-53. doi:10.1016/j.mnl.2011.09.011
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Goldberg, R. A. (2001). Implementing a Professional Development System Through Appreciative Inquiry. Leadership & Organization Development Journal, 22 (2), 56-61. doi:0.1108/01437730110382604. Available at: http://orginsight.com/implementing-professional-development-system-appreciative-inquiry/
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Harvey, M. & Kosman, B. (2014). A Model for Higher Education Policy Review: the Case Study of an Assessment Policy. Journal of Higher Education Policy and Management, 36 (1), 88-98. doi:10.1080/1360080X.2013.861051
Heath, H. & Cowley, S. (2004). Developing a Grounded Theory Approach: A Comparison of Glaser and Strauss. International Journal of Nursing Studies, 41 (2), 141-150. doi: 10.1016/S0020-7489(03)00113-5. Available at: http://www.sxf.uevora.pt/wp-content/uploads/2013/03/Heath_2004.pdf
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Ishikura, Y. (2015). Realizing Internationalization at Home through English-Medium Courses at Japanese University: Strategies to Maximize Student Learning. Higher Learning Research Communications, 5 (1), 11-28. doi:10.18870/hlrc.v5i1.237. Available at: https://files.eric.ed.gov/fulltext/EJ1132916.pdf
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Barrett, F. J. & Fry, R. E. (2005). Appreciative Inquiry: A Positive Approach to Building Cooperative Capacity. Chagrin Falls, OH: Taos Institute.
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Bertin, J. C. & Narcy-Combes, J. (2007). Monitoring the Learner - Who, Why and What for? Computer Assisted Language Learning, 20 (5), 443-457. doi:10.1080/09588220701746021
Boyce, M. E. (2003). Organizational Learning is Essential to Achieving and Sustaining Change in Higher Education. Innovative Higher Education, 28 (2), 119-136. doi:10.1023/B:IHIE.0000006287.69207.00
Branson, C. M. (2008). Achieving Organisational Change through Values Alignment. Journal of Educational Administration, 46 (3), 376-395. doi:10.1108/09578230810869293
Braun, V. & Clarke, V. (2006). Using Thematic Analysis in Psychology. Qualitative Research in Psychology, 3 (2), 77-101. doi:10.1191/1478088706qp063oa
Burgess, A.; Dornan, T.; Clarke, A. J.; Menezes, A. & Mellis, C. (2016). Peer Tutoring in a Medical School: Perceptions of Tutors and Tutees. BMC Medical Education, 161. doi:10.1186/s12909-016-0589-1
Burnard, P. (1991). A Method of Analysing Interview Transcripts in Qualitative Research. Nurse Education Today, 11 (6), 461-466. doi:10.1016/0260-6917(91)90009-Y
Bushe, G. & Kassam, A. (2005). When is Appreciative Inquiry Transformational? A Meta-Case Analysis. Journal of Applied Behavioral Science, 41 (2), 161-181. doi:0.1177/0021886304270337. Available at: http://www.gervasebushe.ca/ai-meta.pdf
Cabrera-Murcia, P. (2017). ¿Cómo diseñar ayudantías que favorezcan el aprendizaje activo de los estudiantes tutoreados? La percepción del ayudante universitario. (Spanish). Estudios Pedagógicos (Valdivia), 43 (3), 47-62. doi:10.4067/S0718-07052017000300003
Carbone, A. (2014). A Peer-Assisted Teaching Scheme to Improve Units with Critically Low Student Satisfaction: Opportunities and Challenges. Higher Education Research and Development, 33 (3), 425-439. doi:10.1080/07294360.2013.841644
Chile, Ministerio de Educación (2016). Ley 20903 crea el Sistema de Desarrollo Profesional Docente y modifica otras normas. Diario Oficial, 1 abril 2016. Available at: https://www.leychile.cl/Navegar?idNorma=1087343, https://www.leychile.cl/Navegar?idNorma=1087343&idVersion=2016-04-01
Chois-Lenis, P. M.; Casas, A. C.; López-Higuera, A.; Prado-Mosquera, D. & Cajas-Paz, E. (2017). Percepciones sobre la tutoría entre pares en escritura académica. Magis: Revista Internacional de Investigación en Educación, 9 (19), 165-184. doi: 10.11144/Javeriana.m9-19.ptpe. Available at: https://revistas.javeriana.edu.co/index.php/MAGIS/article/view/19290
Coghlan, D. & Brannick, T. (2014). Doing Action Research in Your Own Organization. 2nd ed. London, United Kingdom: Sage.
Cohen, L.; Manion, L. & Morrison, K. (2011). Research Methods in Education. 7th ed. London, England: Routledge.
Cook-Sather, A. & Luz, A. (2015). Greater Engagement in and Responsibility for Learning: What Happens When Students Cross the Threshold of Student-Faculty Partnership? Higher Education Research & Development, 34 (6), 1097-1109. doi: 10.1080/07294360.2014.911263
Donoghue, S. (2007). Leadership and Strategy. In S. Marshall (ed.). Strategic Leadership of Change in Higher Education: What's New?, 42-53. Milton Park, United Kingdom: Routledge.
Duckworth, A. L. (2006). Intelligence is not Enough: Non -IQ Predictors of Achievement. Dissertations available from ProQuest. AAI3211063.
Espinoza, O. & González Fiegehen, L. (2013). Access to Higher Education in Chile: A Public vs. Private Analysis. Prospects, 43 (2), 199-214. DOI: 10.1007/s11125-013-9268-8
Fredrickson, B. L. (2000). Why Positive Emotions Matter in Organizations: Lessons from the Broaden-and-Build Model. The Psychologist-Manager Journal, 4, 131-142. doi:10.1037/h0095887
Frenette, M. (2007). Why are Youth from Lower-Income Families Less Likely to Attend University? Evidence from Academic Abilities, Parental Influence, and Financial Constraints. Analytical Studies Branch Research Paper Series. Statistics Canada, Ottawa. Available at: http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.531.6041&rep=rep1&type=pdf
Gazula, S.; McKenna, L.; Cooper, S. & Paliadelis, P. (2016). A Systematic Review of Reciprocal Peer Tutoring within Tertiary Health Profession Educational Programmes. Health Professions Education, 3 (2), 64-78. https://doi.org/10.1016/j.hpe.2016.12.001
Gerhart, L. A. (2012). Mentorship: A New Strategy to Invest in the Capital of Novice Nurse Practitioners. Nurse Leader, 10 (3), 51-53. doi:10.1016/j.mnl.2011.09.011
Giles, D. L. & Alderson, S. (2008). An Appreciative Inquiry into the Transformative Learning Experiences of Students in a Family Literacy Project. Australian Journal of Adult Learning, 48 (3), 465-478. Available at: https://files.eric.ed.gov/fulltext/EJ828986.pdf
Giles, D. L. & Kung, S. (2010). Using Appreciative Inquiry to Explore the Professional Practice of a Lecturer in Higher Education: Moving towards Life-Centric Practice. Australian Journal of Adult Learning, 50 (2), 308-322.
Goldberg, R. A. (2001). Implementing a Professional Development System Through Appreciative Inquiry. Leadership & Organization Development Journal, 22 (2), 56-61. doi:0.1108/01437730110382604. Available at: http://orginsight.com/implementing-professional-development-system-appreciative-inquiry/
Hanushek, E. & Woessmann, L. (2011). The Economics of International Differences in Educational Achievement. In E. A. Hanushek, S. Machin & L. Woessmann (eds.). Handbook of Economics of Education, 3 (2), 89-200. Amsterdam, The Netherlands: Elsevier. doi:10.1016/B978-0-444-53429-3.00002-8
Harvey, M. & Kosman, B. (2014). A Model for Higher Education Policy Review: the Case Study of an Assessment Policy. Journal of Higher Education Policy and Management, 36 (1), 88-98. doi:10.1080/1360080X.2013.861051
Heath, H. & Cowley, S. (2004). Developing a Grounded Theory Approach: A Comparison of Glaser and Strauss. International Journal of Nursing Studies, 41 (2), 141-150. doi: 10.1016/S0020-7489(03)00113-5. Available at: http://www.sxf.uevora.pt/wp-content/uploads/2013/03/Heath_2004.pdf
Heslop, B.; Stojanovski, E.; Paul, J. & Bailey, K. (2018). Organisational Psychology and Appreciative Inquiry: Unifying the Empirical and the Mystical. AI Practitioner, 20 (1), 69-90. doi:10.12781/978-1-907549-34-2-11
Holbeche, L. (2006). Understanding Change. Theory, Implementation and Success. Oxford, United Kingdom: Butterworth-Heinemann.
Ishikura, Y. (2015). Realizing Internationalization at Home through English-Medium Courses at Japanese University: Strategies to Maximize Student Learning. Higher Learning Research Communications, 5 (1), 11-28. doi:10.18870/hlrc.v5i1.237. Available at: https://files.eric.ed.gov/fulltext/EJ1132916.pdf
Jacobi, M. (1991). Mentoring and Understanding Academic Success: A Literature Review. Review of Educational Research, 61 (4), 505-532. doi:10.3102/00346543061004505
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