Permalink : http://hdl.handle.net/2115/81052

JaLCDOI : 10.14943/J.HighEdu.28.17

In this paper, we propose a tutoring method to support student learning in order to avoid interfering with their grades. First, we clarified cases of tutoring based on the possibility of such interference. Second, to simplify the discussion, we defined tutoring as “advising based on active listening." Furthermore, we classified advising into four categories, pairing them based on their properties: general/particular and abstract/concrete. Finally, we concluded that general advising does not interfere with a student's grades under any circumstances. However, when given as support for assignments, particular and abstract advising weakly interferes with the students' grades, while particular and concrete advising strongly interferes with them. These results can contribute to the development of an appropriate tutoring policy consistent with the regular curriculum.