Influence of Tutoring on Mathematics Learning. Student Perspective
Abstract
In Mexico, in 2015, less than 60 % of young people were enrolled in an educational institution. The Autonomous University of Sinaloa (UAS) implemented the Institutional Tutoring Program in 2006, but its impact on the student is not known. The objective of this research was to determine if tutoring is a factor of improvement of learning in Mathematics course I at Mazatlán High School of the UAS, according to the student’s perception, starting from the assumption that the tutorial action significantly improves the learning in Mathematics course I at Mazatlan High School according to the student’s perception. The methodology used was quantitative-descriptive. The information was collected through a Likert type survey with open questions, applied to 500 students of the second semester of high school. Among the most relevant results, the tutorees perceived readiness, trust and respect in the tutor, though they consider their knowledge of the subject and the pedagogical domain as a weakness. Still, they see improvement in their grades and academic performance in high school. In addition, they would prefer to receive tutoring through Internet. They consider an area of opportunity the little use that is made of technology as a tool for tutoring.
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References
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