The COVID-19 pandemic has increased educational poverty, especially among students from low socioeconomic backgrounds. To address this problem, the compiti@casa project, initiated by the University of Turin in collaboration with the De Agostini Foundation, has provided a distance tutoring service for lower secondary school students, i.e., aged between 11 and 14, with learning difficulties. This study examines the effectiveness of tutoring in improving students' learning skills and attitudes by analysing tutors' responses to a final questionnaire they completed for each student they tutored, both in Mathematics and Italian. Specifically, it aims to address two research questions: “What strategies did the tutors consider effective in improving the skills and attitudes of each student?” (RQ1) and “Is the impact of different tutoring practices visible on students' learning approach and personal improvement?” (RQ2). The results show significant improvements in students' motivation, autono my and confidence, particularly for those who were more actively engaged in an interactive and personalised approach. However, there are difficulties in engaging less motivated students or those with attendance problems. The study concludes by highlighting the importance of personalised teaching strategies to maximise the benefits of tutoring.
The Effectiveness of Tutor Strategies in Enhancing Students' Learning and Attitudes in Scientific and Humanistic Subjects: An Analysis of Tutor Strategies Within the Compiti@Casa Project
Balbo, Andrea;Barana, Alice;Boetti, Giulia;Marchisio Conte, Marina;
2025-01-01
Abstract
The COVID-19 pandemic has increased educational poverty, especially among students from low socioeconomic backgrounds. To address this problem, the compiti@casa project, initiated by the University of Turin in collaboration with the De Agostini Foundation, has provided a distance tutoring service for lower secondary school students, i.e., aged between 11 and 14, with learning difficulties. This study examines the effectiveness of tutoring in improving students' learning skills and attitudes by analysing tutors' responses to a final questionnaire they completed for each student they tutored, both in Mathematics and Italian. Specifically, it aims to address two research questions: “What strategies did the tutors consider effective in improving the skills and attitudes of each student?” (RQ1) and “Is the impact of different tutoring practices visible on students' learning approach and personal improvement?” (RQ2). The results show significant improvements in students' motivation, autono my and confidence, particularly for those who were more actively engaged in an interactive and personalised approach. However, there are difficulties in engaging less motivated students or those with attendance problems. The study concludes by highlighting the importance of personalised teaching strategies to maximise the benefits of tutoring.
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