Effective tutoring principle to bridge the learning gap

Effects and Principles of Intensive Tutoring.

What is the study on the effectiveness of intense tutoring?

According to a study by Robert Slavin, head of the Johns Hopkins Center for Research and Reform in Education, one-on-one or small-scale tutoring is far more effective than other methods such as summer school, after-school, extended classes, and supplementation using technology. This has already been proven in research results published in 2016. According to a study at the time, among the 200 well-designed educational experiments, the most effective way to boost the academic performance of students with low academic achievement was “one-on-one high-dose tutoring with research-proven instruction.” The “proven teaching method” in this study means a teaching method proven to be effective through research among various teaching methods conducted in the United States. The “intensity” tutoring means five days a week and 50 minutes a day.

According to data published by the University of Brown’s Annenberg Institute for School Reform at Brown University, to help the education community respond to COVID-19, it is important to follow the following principles to become effective tutoring.

1. Frequency

At least three times a week over ten weeks, 30-60 minutes a day is the most effective. You can’t expect a meaningful effect with tutoring once a week. However, it may be better for elementary school students to shorten the time per session and do it a little more often. (ex. five times a week, 20 minutes a day

2. Size:

One-on-one tutoring is proper to be the most effective, but it’s also the most expensive method, so you don’t have to do one-on-one tutoring. However, the number of students assigned by one tutor should be limited to 3-4. If it exceeds that, it becomes a group map, which is not recommended as individualisation maps may become difficult.

3. Qualification of a tutor:

A teacher is indeed most effective when tutoring, but it is okay if he is not a teacher when conducting one-on-one or small-scale tutoring. However, at least a few weeks of intensive training and continuous support (textbooks, guidance methods, etc.) are required when using non-teachers as tutors.

4. Key Guidance Area:

Reading in the lower grades of elementary school and tutoring in the case of students with higher rates are effective when using math as the vital guidance area.

5. Evaluation

The process of continuously collecting and analysing evaluation data is required during tutoring. This is because tutors can directly address the needs of individual students.

6. Stable relationship

During tutoring, the tutor should establish a continuous relationship with students without changing. Each student can look deeply into and support what they need.

7. Curriculum

Classes provided by tutors must match the curriculum of school classes. The content and level of learning should be adjusted to learn and supplement what matches actual school classes.

8. Schedule

Studies have shown that tutoring is twice as effective during weekly schedules as tutoring outside of school. Therefore, it is recommended that tutoring be conducted during the day within the school as much as possible.

9. Class Method

When comparing tutoring only in face-to-face classes and tutoring in the form of online/offline courses, the effect was found to be almost the same. Online one-on-one tutoring is also effective.

10. Subject to class

Tutoring for students with low academic achievement can create a stigma effect, so be careful. To prevent these side effects, it is recommended not to expand the scope of the target or use negative names such as “supplementary classes” and “studying the rest” when running the program.

Source: Trinity Tuition College (www.trinitytuitioncollege.com.au)

Written by: Donghyeon Lee