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."
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.