ABSTRACT
This qualitative study aimed to determine the interconnected experiences of parents, tutors, and tutees in tutorial classes and their implications for learners' academic achievement. Using in-depth interviews with four tutors, four parents, and four tutees, the study employed thematic analysis to identify patterns in perceptions and practices. Findings revealed that parents' active academic monitoring and reinforcement, emotional support, learners' readiness, and communication and collaboration with tutors. Tutors assessing learners' strengths and weaknesses, communication with parents, factors supporting effective tutorials, and motivation strategies. Tutees, academic support and understanding, balancing school work and tutorials, learning conditions, and readiness. Similarities include a shared commitment to academic improvement, the importance of communication and collaboration, and a focus on learners' readiness and learning conditions. While differences were observed in primary roles, the focus of support and responsibility was on academic outcomes.
Keywords: Parents, Tutors, Tutees, Tutorial Classes, Academic Achievement
INTRODUCTION
In today’s highly competitive academic environment, many learners seek additional support beyond the classroom to strengthen their understanding and improve academic performance. Tutorial classes have become one of the most common interventions, providing learners with individualized attention and guided learning experiences (Danga, 2022). These sessions not only enhance subject mastery but also build confidence and motivation among students who may struggle to meet academic demands in formal schooling. As education becomes more dynamic and demanding, the roles of parents, tutees, and tutors have become increasingly interconnected in shaping the learner’s educational journey (Utami, 2022).
Parents play a vital role in recognizing their child’s academic needs and providing necessary support through tutorial services. Their involvement, encouragement, and monitoring of progress greatly influence the learner’s study habits and attitudes toward learning (Lim, 2021). Tutors, on the other hand, serve as facilitators who provide personalized instruction, adapt teaching strategies to the learner’s needs, and create a conducive learning environment that complements classroom teaching (Gavino & Reyes, 2023). Meanwhile, tutees—the learners themselves—are active participants whose motivation, discipline, and engagement determine the effectiveness of tutorial sessions (Cruz & Dela Peña, 2021). The interaction among these three stakeholders forms a network of shared experiences that contributes significantly to a learner’s academic achievement (Albiso et al., 2022).
Understanding these interconnected experiences offers valuable insights into how collaborative efforts between parents, tutors, and learners can lead to academic success. Studies have shown that when communication and cooperation among these groups are strong, learners exhibit improved performance, higher self-esteem, and better study habits (Utami, 2022; Lim, 2021). However, challenges such as misaligned expectations, lack of communication, or differing approaches to learning can hinder the effectiveness of tutorial programs (Gavino & Reyes, 2023). Therefore, exploring how these experiences influence one another is essential to improving tutorial practices and maximizing their impact on students’ academic outcomes (Cruz & Dela Peña, 2021).
This study aimed to explore the interconnected experiences of parents, tutees, and tutors in tutorial classes and to examine their implications for learners’ academic achievement. By understanding how these relationships interact and contribute to learning success, the research sought to provide meaningful insights that could help parents, educators, and tutorial centers develop more effective and collaborative approaches to academic support.
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