ASSESSING STUDENT PERFORMANCE IN TUTORED VS NON-TUTORED MODULES: A CASE STUDY IN A SOUTH AFRICAN UNIVERSITY

This study examines the impact of tutoring on student performance by comparing pass rates in tutored and non-tutored modules within the Faculty of Engineering and the Built Environment at University X from 2021 to 2023. Using a quantitative research approach, data on pass rates, enrolment numbers, and tutorial sessions were collected and analysed through descriptive statistics, with findings presented using tables and graphs. Results consistently indicate that modules with tutors outperform those without, with pass rate gaps ranging from 18 to 23 percentage points over the study period. Notably, departments such as Mechanical Engineering Science (MES), Urban and Regional Planning (URP), and Metallurgy (METAL) exhibited the most significant improvements in tutored modules. While pass rates in non-tutored modules showed slight improvement over time, they remained consistently lower than those with tutor support, underscoring the effectiveness of tutoring interventions. Despite these findings, the study acknowledges that multiple factors, including module complexity, lecturer consultation, and student engagement influence pass rates. Although the data suggest a strong correlation between tutoring and improved student performance, further research is recommended to explore individual module performance, student attendance, and teaching methodologies to understand the interplay of additional variables better. These findings emphasise the need for continued investment in tutoring programs, particularly for at-risk students, while also considering complementary academic support strategies to further enhance student success in engineering education.