Paired peer tutoring in higher chemistry education: The tutors’ experiences of the tutoring

Piia Valto; Piia Nuora

doi:10.31129/LUMAT.13.1.2770

Authors

Piia Valto Department of Chemistry, University of Jyväskylä, Finland https://orcid.org/0000-0002-1291-8340
Piia Nuora Jämsänkoski Comprehensive School, Finland https://orcid.org/0000-0002-2639-1201

DOI:

https://doi.org/10.31129/LUMAT.13.1.2770

Keywords:

first-year students, chemistry, paired peer tutoring, higher education

Abstract

In university education, peer tutoring at the beginning of higher education studies is an important support factor that influences first-year students’ overall experience. Since the year 2016, the formal paired peer tutoring in new students’ orientation has been used in chemistry education at University of Jyväskylä. In this system, a pair of student tutors guides a group of first-year students, using their own experience to help them overcome the challenges of the first weeks at university. The present study examines tutors’ experiences of paired peer tutoring and introduces the structure of the tutoring system. The qualitative and quantitative research data was gathered from 39 tutors using questionnaires from the fall semester 2018 to 2022. Data was analyzed using content analysis and statistical methods. Tutors reported that paired tutoring has been meaningful for them (mean 4,8, a 5-point Likert scale). The course coordinator’s and peer tutors’ support were valued during the tutoring process. Tutors noted that working in pairs was particularly helpful in reducing anxiety in new situations and in resolving challenging circumstances. The main challenges of paired tutoring were related to being paired with someone unfamiliar, ensuring fair distribution of work, coordinating schedules, and managing different working styles.

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