This thesis focuses on two research questions:
1. What is the impact of Barnardos� Tutoring Program on the students
involved?
2. How has the program influenced the parents, teachers and tutors?
In examining the literature I have identified a complex set of dynamics that affects
students� school performance. The themes of relevance to this study are: the concept of
disadvantage and poverty; the role of literacy and numeracy in educational attainment; the
importance of social acceptance for student well-being; aspects of mentoring and tutoring,
and issues related to homework.
In this study I examine the degree to which a tutor�s involvement improves students�
homework performance, literacy and numeracy, social skills and engagement with school.
I also examine how the tutoring program enhances parents� involvement with their
children�s education. And I assess the tutors� contribution, the influence of the program
on the teachers, and the implications for the program.
My methods involved sending questionnaires out to 44 teachers, 41 students, 40 parents
and 44 tutors. I also interviewed seven students under 10 years old. In addition to the
questionnaires, I interviewed a core group of parents, students, teachers and tutors who
had been involved with the program since 1999 (six tutors, five students, five parents and
four teachers).
My findings indicate that homework places considerable strain on students who do not
have adequate resources or support available to them, in their homes, to undertake their
homework tasks. Tutoring programs which take place outside of the school environment
and which are based on the one-to-one principle of mentoring programs offer considerable
benefits to students and their families. The study indicates that the tutoring program has
brought about significant changes to the homes and the lives of the students. These
changes include a greater engagement with learning and an increased interest in school.
The students also have better relationships with their peers and feel that they are valued
members of their class. The parents believe that they have the support that they need and
as a result there is less tension in the home with regard to homework.
The study also suggests that although the main role of the tutors is to help at-risk students
with their homework and schoolwork, their role is much more diverse.
| Identifer | oai:union.ndltd.org:ADTP/218736 |
| Date | January 2004 |
| Creators | Pierce, Robyn, n/a |
| Publisher | University of Canberra. Education & Community Studies |
| Source Sets | Australiasian Digital Theses Program |
| Language | English |
| Detected Language | English |
| Rights | ), Copyright Robyn Pierce |
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