Experiences Of Undergraduate Students Seeking Peer-tutoring - Benoit, Sherry
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The purpose of this phenomenological study was to examine the stories of the study participants in an effort to understand why students voluntarily sought peer-tutoring, what impact they felt the peer-tutoring had on their academic success, and how they perceived the relationship with their tutor. Narrative inquiry was used to collect data through individual interviews. Study participants sought peer-tutoring to strengthen academic success. Based on the findings of this study, peer-tutoring was overall a positive experience for students who voluntarily sought it as a resource. Study…mehr

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Produktbeschreibung
The purpose of this phenomenological study was to examine the stories of the study participants in an effort to understand why students voluntarily sought peer-tutoring, what impact they felt the peer-tutoring had on their academic success, and how they perceived the relationship with their tutor. Narrative inquiry was used to collect data through individual interviews. Study participants sought peer-tutoring to strengthen academic success. Based on the findings of this study, peer-tutoring was overall a positive experience for students who voluntarily sought it as a resource. Study participants most satisfied with the tutoring experience reported a formed relationship with the tutor. Those study participants who considered their tutors a friend expressed more satisfaction overall with the tutoring experience than those who described their relationship with their tutor as "professional."
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Autorenporträt
Sherry Benoit has been in higher education for over two decades. She holds a Bachelor of Arts degree, a Master of Interdisciplinary Studies degree, a Doctorate of Education in educational leadership, and currently serves as associate vice-president for strategic enrollment management at a public university.