The Benefits of After-School Tutoring.
In today’s competitive academic landscape, after-school tutoring has become a key player in boosting student achievement. It offers a structured environment for additional learning and has become an essential tool for students to enhance their academic performance. At Oorla Tutors, we have seen the transformative effect after-school tutoring can have, and we are here to share the benefits that extend well beyond improved grades.
Extended Learning Time:
After-school tutoring gives students extra time to delve into subjects, offering a chance to reinforce day-to-day learning. This extended learning time is especially beneficial for complex issues requiring more practice and explanation beyond the classroom (Cooper, Robinson, & Patall, 2006).
Personalised Attention:
Due to their inherent nature, classroom settings may only sometimes provide the individual attention some students need. After-school tutoring fills this gap by offering one-on-one sessions where tutors can adapt lessons to the student’s pace and learning style, leading to a more personalised educational experience (Baker, Rieg, & Clendaniel, 2006).
Homework Help:
Homework can sometimes be a source of stress for students and parents alike. After-school tutoring gives students the support they need to complete homework accurately and efficiently, reducing stress and freeing up time for other extracurricular activities or family time.
Skill Development:
Tutoring after school is not just about getting through the next test; it is about developing skills that will last a lifetime. These skills include critical thinking, time management, and effective study habits that will benefit students beyond their school years (Rosenthal, 1998).
Boost in Confidence As students grasp concepts and improve academically, their confidence grows. This newfound self-assurance often translates into more active participation in the classroom and a more positive attitude towards education in general (Bandura, 1997).
Safe and Structured Environment After-school tutoring provides a safe and structured environment for students to learn. This mainly benefits working parents who cannot provide academic support during these hours. Tutoring centres offer a controlled setting conducive to learning and growth (Pierce, Bolt, & Vandell, 2010).
Improved Academic Performance:
The ultimate goal of after-school tutoring is to improve academic performance. Research has shown that students who participate in after-school tutoring programs often see a significant improvement in their grades and standardised test scores (Black, 2002).
Social Skills and Peer Interaction:
After-school tutoring can also provide a social setting where students can interact with peers working towards similar academic goals. This interaction can lead to developing social skills and even friendships based on academic collaboration (Fredricks & Eccles, 2006).
Test Preparation:
Standardized tests are a critical part of the academic experience. After-school tutoring can offer focused test preparation, familiarising students with test formats and equipping them with strategies to tackle exams effectively (O’Sullivan & Howe, 1996).
Access to Resources:
Tutoring centres like Oorla Tutors have extensive resources that may not be available at home or school. These resources include textbooks, practice materials, and access to technology that can enrich the learning experience.
Conclusion:
After-school tutoring is an investment in your child’s academic future. At Oorla Tutors, we are committed to providing students with the tools and support they need to succeed. Whether catching up, keeping up, or getting ahead, after-school tutoring can significantly impact a student’s academic journey.
References:
Cooper, H., Robinson, J. C., & Patall, E. A. (2006). Does Homework Improve Academic Achievement? A Synthesis of Research. Review of Educational Research, 76(1), 1-62.
Baker, S. K., Rieg, S. A., & Clendaniel, T. (2006). An Investigation of an After-School Math Tutoring Program: University Tutors+ Elementary Students = A Successful Partnership. Education, 127(2), 287–300.
Rosenthal, R. (1998). Covert communication in classrooms,
