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Thus, it was left as a research question to be explored.
Directors of the tutoring programs at each of the ten campuses agreed to participate in the study. Adult peer tutors were defined as tutors who were hired because of possession of content knowledge and success in the subject or skill area to be tutored demonstrated by superior coursework or work experience.
Though the tutors hired may have had some background or interest in teaching or education, this background was not a hiring criterion. Often, adult peer tutors also referred to as tutors in this study are students themselves and have just completed the courses they have been hired to tutor.
Two researcher-created instruments were developed for the study. Tutors were presented with six situations and asked three questions about each situation. The tutors were given both instruments in the beginning of one semester as a pre-test and a different form of both instruments at the end of the same semester as a post-test.
Participation was completely voluntary as noted in the cover letter to each participant. Demographic information on the participating tutors was collected. There was almost equal representation in the gender of the tutors There was a wide range of diversity in age and education.
Tutors ranged in age fromthough more than a third Only two tutors were 70 or above. Education Thesis findings and conclusions defined by the highest degree earned which ranged from no degree high school graduate The grade point average GPA of the tutors was above average.
In reviewing the results of the study, it can be observed that three of the five null hypotheses were rejected. The first null hypothesis was rejected; thus, significant differences were found among groups based on the amount of training that was provided at their colleges during the semester.
Significant differences in the total TSORA mean scores were found between the group provided with more than 10 hours of training and each of the two groups with less than 10 hours or no training being provided.
The second null hypothesis was also rejected. Significant differences also existed between groups based on training for at least one of the TSORA sub-test topics. These two hypotheses were not rejected. The last null hypothesis was rejected.
Two variables, with values from the pre-test form of the TSORA, were found to have a significant positive effect on post-test scores: More research is needed to test the significance of the relationship.
Conclusions The purpose of this study was to investigate the question of whether training for tutors increases their ability to choose an appropriate action in a tutoring situation.
The theoretical framework of constructivism laid the foundation for the role of the tutor, that is to help each student move toward mastery of new information.
Constructivism forms the basis of the needed interactions between the tutors and their students. Metacognition provides a theoretical framework for tutors to help their students learn to help themselves.
Tutors can help students become aware of and use metacognitive strategies to assess their own needs, develop a plan to meet those needs, and evaluate the effectiveness of their plan. In short, metacognition can help students gain autonomy and take responsibility for their own learning and learning needs.
Limitations of the study, in addition to those mentioned in Chapter III, were identified after data collection and analysis. The first limitation was the lack of participation from and uneven representation of the sample population.
The known reasons for non-participation include 1 voluntary tutor participation, 2 length and complexity of the pre-test instrument, 3 lack of promised administration of the instrument by two program directors, 4 loss of approximately five of the instruments, and 5 loss of employment of approximately 12 tutors during the study between the administration of the pre-test and of the post-test.
Approximately half of the tutors in the study were represented by two colleges while two of the colleges had only one tutor each to represent them in this study.
The final limitation of the study was that the TSORA, the multiple choice instrument, followed a mastery test model.
The mean of the entire sample was During the analysis of the data in Chapter IV, it was noted that a group of tutors scored at the top of the instrument received a Following are the conclusions which have been drawn from this study and a brief discussion regarding each conclusion: Ten or more hours of training enables tutors to select more appropriate responses to presented tutoring situations.
The twenty-one field experts in the study identified the appropriateness of the tutor responses. In this way, tutors using active listening and paraphrasing skills help students more accurately construct new information into their knowledge bases.This handout will explain the functions of conclusions, offer strategies for writing effective ones, help you evaluate drafts, and suggest what to avoid.
and elaborate on the significance of your findings. Stating the thesis for the very first time in the conclusion. Reporting and discussing your findings This page deals with the central part of the thesis, where you present the data that forms the basis of your investigation, shaped by the way you have thought about it.
CHAPTER 5 Summary, findings, conclusions and recommendations INTRODUCTION This chapter presents the summary of the findings, conclusions and recommendations based on the.
Presenting Findings (Qualitative) Topic 1: Chapter 4. Your findings should provide sufficient evidence from your data to support the conclusions you have made.
Evidence takes the form of quotations from interviews and excerpts from observations and documents. CHAPTER 9 SUMMARY: FINDINGS, RECOMMENDATIONS AND CONCLUSIONS INTRODUCTION The aim of this thesis was mainly to explain the nature and scope of TQM.
Chapter 6 SUMMARY, CONCLUSION, AND RECOMMENDATIONS SUMMARY OF WORK PERFORMED As a central part of this study, a special experimental technique was developed which made possible the preservation of the compressive stress-.