In Defence of Tutorials in the Transformation of Student Learning

Tutorials contribute significantly to the quality of learning and, as a result, empower students. In both government and private universities in Zambia—like in many parts of the world—there are increasingly large student populations enrolling each year with the hope of improving their qualifications for gainful employment and better lifestyles [۱]. However, the gap between learning and academic achievement remains wide, as many students rely on minimal information just sufficient to pass examinations [۲]. One way to address this challenge is through the integration of structured tutorial sessions. These provide opportunities for students to consult, improve their understanding, build confidence, and gain professionalism through student-student and student-teacher interaction [۳]. Tutorials are typically delivered as follow-ups to lectures, offering more personalized and focused support to help students deepen their academic abilities—especially those not fully addressed in large classroom settings [۴]. Tutoring has been shown to offer many benefits, including enhanced subject comprehension, increased self-confidence, and the development of essential learning skills [۵]. Furthermore, tutorials serve a dual purpose: they support students who struggle to keep up and challenge those who are under-stimulated in standard lectures [۶]. This balanced support can play a key role in bridging the gap between enrolment and achievement in higher education.

Keywords:

Tutoring , Learning skills , Comprehension , Empowerment