- Author:
Sabina Ratajczak
- Year of publication:
2016
- Source:
Show
- Pages:
154-171
- DOI Address:
https://doi.org/10.15804/kie.2016.03.09
- PDF:
kie/113/kie11309.pdf
Tutoring as a teaching method is associated with the most prestigious European universities. More and more Polish universities decide to implement tutoring recognizing it as a way to create the image of an institution whose objective is to treat students subjectively and care about the quality of education. It is also a great method of improving talents and developing students’ and teachers’ academic potential. On one hand it is a method representing the elite personalized education; however, on the other hand, by means of providing the appropriate organizational conditions, it would also supplement the current educational process, which is typical for the mass education. The article presents the specific nature of the academic tutoring in terms of benefits that it would bring to the university, teachers and students. On the basis of the qualitative data collected during interviews with 15 participating in the program students from four Polish higher educational institutions, the program specificity and elements that, in students’ opinion, influence the program effectiveness were presented. The elements are as follows: relational nature of tutoring, tutor’s personality and classes in the form of individual meetings. Quoted comments indicate the effectiveness of this method, both in the context of students’ ability to be familiarized with the appropriate knowledge but also in the context of developing students’ communicative competence, ability to learn as well as increasing their motivation for learning. For teachers, tutoring is an opportunity to develop their didactic competence, to get rid of the academic routine, a chance to teach on the basis of constructing a good relationship with a student. For the university, tutoring is an opportunity to improve the quality of education and to implement methods of personalized education, which is associated with elite education and the best foreign universities.
- Author:
Hubert Kotarski
- E-mail:
kotarski@ur.edu.pl
- Institution:
University of Rzeszów
- ORCID:
https://orcid.org/0000-0002-5370-7099
- Author:
Agnieszka Gajda
- E-mail:
agnieszka.gajda@ug.edu.pl
- Institution:
University of Gdańsk
- ORCID:
https://orcid.org/0000-0003-1348-174X
- Year of publication:
2021
- Source:
Show
- Pages:
419-429
- DOI Address:
https://doi.org/10.15804/ppk.2021.06.33
- PDF:
ppk/64/ppk6433.pdf
The right to education is at the heart of the notion of cultural rights, established in basic laws and international treaties. Meanwhile, outside the official educational system, the phenomenon of tutoring is becoming an increasingly influential factor contributing to the deepening of inequalities in access to education. This article presents the results of research carried out using the survey method - auditorium questionnaire, on the total population of the first-year students of first-cycle programme and long-cycle Master’s programme at the University of Rzeszów. The aim of the article was to indicate the cultural and social factors that determine the use of private tutoring by the surveyed students. The University of Rzeszów is the largest public institution of higher education in south-eastern Poland. The research provided interesting conclusions for the discussion on the development of informal education in the form of additional paid lessons and their impact on the formal education system in Poland.
- Author:
Ольга Сирцова
- E-mail:
syrtsova.olga73@gmail.com
- Institution:
Комунальний заклад «Запорізький обласний інститут післядипломної педагогічної освіти» Запорізької обласної ради
- ORCID:
https://orcid.org/0000-0001-7529-5251
- Author:
Роман Шумада
- E-mail:
shumada_r@ukr.net
- Institution:
Комунальний заклад «Запорізький обласний інститут післядипломної педагогічної освіти» Запорізької обласної ради
- ORCID:
https://orcid.org/0000-0001-8904-869X
- Year of publication:
2022
- Source:
Show
- Pages:
104-113
- DOI Address:
https://doi.org/10.15804/ve.2022.04.12
- PDF:
ve/4/ve412.pdf
External Factors of Influence on the Effectiveness of Participants in Educational External Evaluation in the Conclusion of Administrative and Territorial Units
The article is devoted to the issue of determining the external factors influencing the effectiveness of the participation of students of basic secondary education in the external independent evaluation in terms of two administrative- territorial units representing different regions of Ukraine. The study is based on the results of a survey of eleventh-graders in Lviv and Zaporizhzhya regions on their attitudes and strategies for preparing for testing. The study also used generalized statistics on the effectiveness of the participation of students who took the survey in the external independent evaluation. Hypothesis tested, that the results of external independent evaluation of its participants depend linearly on such external factors as the strategy of preparation for external evaluation, the level of logistics of the process of preparation for home and the social status of parents who should finance additional investments in their children’s education. Strategies for preparation for external evaluation are combined into those that do not require (self-preparation and preparation during lessons), and those who need (tutoring and preparatory courses at higher education institutions), additional financial infusions from parents. It is proved that the linear relationship between the results of the EIT and the application of strategies for its preparation, which do not require financial injections, is not significant. There is a direct linear strong link between the results of the external independent evaluation and the strategy for preparing for testing (in our case, tutoring classes), which require the infusion of additional financial resources from the family. There is also a significant linear relationship between the results of testing students and the social status of their parents, who have the appropriate economic capital to finance the additional costs of preparing children for external evaluation. Tutoring is attended by 12% to 25% of students in Zaporizhzhya and 32% to 52% in Lviv. This is how we explain the difference between the average results of external evaluation in the two regions. Mathematical regression models have been developed, where the result is the average result of the external evaluation, and the factor characteristics are the percentage of students who work with a tutor, the average level of logistics of preparing students for external evaluation at home, social status of parents. Thus, it has been established that the economic capital of the family is one of the external factors in the effectiveness of students’ external independent assessment.