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How Effective is Tutorial Assistance for Aboriginal Students?

Published online by Cambridge University Press:  22 July 2015

P. Rendall
P. Rendall*
Affiliation:
Dept. of Education, Townsville
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Abstract

This report is a limited evaluation of the Tutorial Assistance program within the Aboriginal Secondary Grants Scheme.

Achievement of Aboriginal secondary students receiving tuition was analysed according to several criteria, including sex and the type of school attended. The major findings were:

  • Tutored Aboriginal students had significantly higher achievement than untutored students, in both English and Mathematics.

  • Aboriginal students in boarding schools had significantly higher achievement than those in state schools, regardless of tutoring.

  • There were no significant differences between male and female students.

It could not be concluded that tutorial assistance caused the superior performance of tutored students. Student motivation was a highly possible intervening factor, and there are probably many others.

In addition, various solutions to the problem of underachievement by Aboriginal students were ranked according to their effectiveness as perceived by people in the tutorial program. Three solutions were judged equally preferable and viable:

  • Employing more Aboriginal teachers, aides and counsellors.

  • Providing tutorial assistance to Aboriginal students.

  • Sensitising non-Aboriginal teachers to the problems faced by Aboriginal students.

Type
Aboriginal Views
Information
The Australian Journal of Indigenous Education , Volume 11 , Issue 1 , March 1983 , pp. 43 - 53
Copyright
Copyright © Cambridge University Press 1983

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References

BIBLIOGRAPHY & FURTHER READING

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