Tutorial Teaching for Large Groups of Students

In this study, tutorial teaching in active learning environments was implemented in a large
calculus course. The efficiency is investigated in helping students to attain expected learning outcomes of the course. Students started learning a lesson in class with activities under real-time feedbacks. An optional
tutorial session was offered in the following week where tests were given to collect data before and after students attend tutorial hours. Participating extra tutorial classes, students do not show significant improvement on the test scores. The distribution of basic knowledge versus applied knowledge indicates that the fundamental concepts are needed to reach good
performance on applied ones although the correlation of this relation and the number of attending the extra classes is not obvious. Last but not least, the tutorial style of activities in class are more powerful factors in assisting students to accomplish learning outcomes.