| A Study of the Relationship between Academic Achievement and Satisfaction by Felder-Siverman Learning Style of College Students Participating in an English Tutoring Program |
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Hyekyung Kim, Sung Ah Bae |
| Felder-Silverman 학습양식에 따른 영어 튜터링 프로그램의 튜터와 튜티의 학업성취도와 만족도 간의 관계 연구 |
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김혜경, 배성아 |
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| Abstract |
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The purpose of this study is to investigate the differences between the types of learning style of tutors and tutees participating in an English peer tutoring program and the relation between academic achievement and satisfaction in that tutorial program accordingly. To this end, the questionnaire was collected from 68 tutors and 164 tutors who had participated in the English tutoring program for the 2018 academic year at H University, and the results were confirmed in 59 tutors and 154 tutees questionnaires. The results of hierarchical cluster-analysis, cross-analysis, and the regression analysis with 213 completed questionnaires show that many tutors and tutees are active in information processing, sensitive in information perception having visual learning types in information input, and there were four distinct learning styles in both tutor and tutee groups. In addition, in the relation between academic achievement and satisfaction, the more both tutors and tutees recognize the improvement of non-cognitive competence the higher satisfaction with the English tutoring program they had, and that there was also a difference between academic performance and satisfaction depending on the learning style of tutors and tutees. The results of this study confirm that the learning style of the tutor and tutee can be a major variable in the teaming up of an English tutoring program in the future. |
| Key Words:
English tutoring, academic achievement, satisfaction, learning style, college English |
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