Speaker
Description
First-year physics courses often present significant conceptual and problem-solving challenges for students. To support student learning, a structured consultation programme was implemented in the PHY111 course, providing students with opportunities to engage with physics problems in small collaborative groups outside formal lecture sessions. Tutors received targeted training to facilitate the sessions and guide student discussions. This study evaluates tutors’ experiences participating in the consultation programme, focusing on the effectiveness of tutor training, tutors’ facilitation experiences, and the perceived impact of the programme on their professional development. Data were collected using a structured survey consisting of Likert-scale items and open-ended questions. Results indicate that tutors perceived the training as effective in preparing them to facilitate consultation sessions and reported increased confidence in explaining physics concepts. Tutors also reported that facilitating consultation sessions improved their own conceptual understanding and communication skills. The findings suggest that structured consultation programmes can simultaneously support student learning and contribute to tutor development. Implications for tutor training and academic support programmes in first-year physics are discussed.
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