Tutoring and success of the final degree project
Tutoring and end-of-degree projects
DOI:
https://doi.org/10.55040/educa.v5i1.131Keywords:
Tutoring, higher education, student evaluation, academic performance, teaching methodAbstract
This study comprehensively examines the impact of tutoring on the academic success of final degree projects (FDP) through literature review. Thirty carefully selected scientific publications from renowned academic databases, including ERIC, Scopus, Scielo, and Redalyc, were analyzed. The research focused on identifying the several types of tutoring used in the context of FDPs, examining the relationship between tutoring and students' academic performance, and evaluating the effectiveness of different tutoring practices on the academic success of FDPs. The results reveal a notable diversity of approaches in FDP tutoring, including agile methodologies such as SCRUM, traditional tutoring, web-based intelligent tutoring, and online tutoring. The importance of active tutor participation, fostering student interest in their research topic, and developing critical and reflective thinking skills are highlighted as key elements for FDP success. Additionally, significant challenges are identified, such as the need to improve training in academic writing standards and the importance of helping students find an adequate balance between project development and their other academic and personal responsibilities. It is concluded that effective tutoring significantly improves the quality of FDPs in terms of structure, content, and academic rigor, thus contributing to the overall academic success of the student. This study provides valuable insights for improving tutoring practices in higher education and suggests directions for future research in this field.
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