Remote tutoring in mathematics in contexts of low connectivity: effectiveness and tutoring relationship

• In Event: Diverse and inclusive education: refugee integration, remote tutoring and theatre education

Proposal

Introduction
In recent years, a strong consensus has been generated regarding the positive and significant impact that tutoring has on learning (Leung, 2019). A specific type of tutoring that has proven to be effective and cost-effective in accelerating and recovering learning in Asia, Africa, and Latin America is telephone tutoring based on the principle of Teaching at the Right Level (Angrist et al., 2022; IDB, 2022), which can also be implemented in contexts of low connectivity, overcoming the obstacle of the digital divide. A common element in the analysis of their effectiveness has to do with the tutoring relationship that produces quality learning and satisfaction in teachers (Cámara, 2008), and also with the benefits to tutors (Leung, 2019). In this context, this research analyzes the effectiveness and the tutoring relationship developed by participants in the Remote Tutoring to Accelerate Learning project.

Objective
The aim is to analyze the tutors' self-perception of the effects of their participation in a Remote Tutoring to Accelerate Learning project to learn whether they conceived themselves as efficient in teaching mathematics and whether they succeeded in establishing a positive tutoring relationship. The aim is to determine the effectiveness of tutoring from the tutor's point of view as an educational innovation that can be implemented in contexts of low connectivity.

Methodology
A quantitative methodology was chosen, with a non-experimental cross-sectional design. The sampling was non-probabilistic, with 258 tutors from Latin America.

The Tutor Effectiveness Perception Questionnaire (CET) and the Tutor Relationship Questionnaire (CRT) were applied. The CET comprises 13 items with four Likert-type response options (α = 0.88). The Mentoring Relationship Questionnaire (CRT) contains five items with four Likert-type response options that obtain an internal consistency of α = 0.74. Regarding the analytical procedures, correlations and comparisons between groups were performed using Pearson's correlation test, ANOVA, comparison of independent means with Student's t-test, and simple linear regression with Stata v.17™.

Results
Tutors felt more effective as teachers, established good relationships with students, and had higher scores on the items related to the dimension of tutor performance. Regarding the tutoring relationship, the means were slightly higher than the perception of tutor effectiveness, with a mean of 0.84 (SD=.1289) on a scale of 0 to 1.

Using Pearson's correlation test, a moderate and positive correlation (r=.69, significant at .001) was obtained between the perception of effectiveness and the mentoring relationship. Regarding the dimensions of tutor effectiveness, tutor performance has a higher correlation with the tutor relationship (r=.672, significant at .001) than tutor performance (.540, significant at .001). Simple linear regression was used to test whether the mentoring relationship (CRT) significantly predicted perceived mentoring effectiveness (CET). The fitted regression model was 0.697 + 1.94*(CRT). The overall regression was statistically significant (R2 = 0.4862, F (1, 256) = 242.26, p <000). The mentoring relationship significantly predicted perceived mentoring effectiveness (β = 0.697, p <000).

Discussion
The results of this research show that tutoring positively impacts both the students who receive tutoring and the tutors who provide tutoring (Nickow et al., 2020). These positive effects are reflected in a higher valuation of teaching skills by tutors and in the perception of the beneficial effects of their work with children who require support. Regarding the contributions of this research to the scientific literature, two aspects stand out: (a) the usefulness of having the CET and CRT questionnaires to measure the perception of tutoring effectiveness, as well as another to evaluate the quality of the tutoring relationship; and (b) this study contributes to the evidence of the positive effects of tutoring on the perception of tutor effectiveness, specifically in the Mesoamerican context. These findings are consistent with the results of Jung et al. (2005) regarding the benefits of mentoring for mentors. Similarly, this study agrees with Cofer (2020) findings on college peer tutoring, showing that the tutoring experience increases self-confidence, academic performance, and social and professional skills over time.

In terms of the implications of these results for regional education policy, we highlight two points. First, it is recommended that mentoring development be explicitly and broadly incorporated into teacher training, both initial and in-service, to strengthen the mentoring relationship. The mentoring relationship significantly predicted perceived mentoring effectiveness (β = 0.697, p <000). With the results presented here, it is evident that tutoring also positively influences the perception of the effectiveness of in-service and pre-service teachers.

Authors

• Anabel Velásquez-Durán, UVE450101FM9 Universidad Veracruzana

• Samana Vergara Lope Tristán, Universidad Veracruzana

• Felipe Hevia, CIESAS