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Helping others through giving tutorials and organizing group study can improve ones

self esteem, and significantly improve the participants performance.

Ubdasja Calixte
Shaima Al Majed
Rawan Alabbas
University of North Carolina at Charlotte

Pay it forward movie, motivates us to choose tutoring as our experiment because we
think helping others is beneficial for us. Group study, a form of tutoring, is an excellent
strategy to help others who are struggling with their studies. For example, it can allow
you to teach difficult materials and share your talents with others. The cause for helping
others varies because each person has different motives for why they choose to help
someone. According to Albert (2000), there are three different motives for helping others:
the first is altruistic motives such as personal value of right and wrong, which can
influence a person to help another person; the second is instrumental motives, which is to
enhance ones overall image, and the third is intrinsic motives, which is genuine helping
behavior much like the parable of good Samaritan (as cited in Li-Ping Tang et. al, 2008,
p. 868). A study shows that helping others makes us happy. It said, "People who
volunteer tend to have higher self-esteem, psychological well-being, and happiness,"
Snyder says. "All of these things go up as their feelings of social connectedness goes up,
which in reality, it does. It also improves their health and even their longevity." (Moeller,
Methods Section:
I. Participants
The experiment goal is to see the progress of college students after given them tutorials.
The first college student is an electrical engineering major, and needs help in the
chemistry class. The second one is majoring in finance, his problem was not having any
notes for calculus class and his average score was low, which might be influenced on his
final grade. The last participant was a pre-kinesiology major, and the student had
difficulties grasping concepts in his college algebra course.
II. Measures
A survey will be given to each participant, to compare their grades before and after giving them
tutorials. The survey will have two parts, the first one is to test the information that each
participant has learned, and the second part will have several questions on the experiment. Also, a
table will be attached to the final report, which summarize the results. It will be similar to table 1.

Comment [sa1]: Lots of run-on


Grades before tuorials

Quizzes grades during tutorial

Grades after tutorials

III. Procedure
Several steps were done throughout this experiment. Firstly, each tutorer established a schedule
for when they can meet the participant. Afterwards, each of the participants was given a pretest to
assess their current skills. Then, the tutors would evaluate the weaknesses of each participant.
They would start teaching the certain skills that each participant needed help with, then give each
participant a quiz to check for understanding. After the brief session, the tutors would right
reflective summaries of each encounter with the participants.

The results of this experiment were as expected. Each participant has improved greatly in
his course. Over the course of two weeks, each tutor met with his or her participants 4
times. During each meeting, notes and quizzes were provided to each participant in order
to explain everything to him or her clearly.

First Participant Results

The first participant was struggling in his chemistry class. Four meetings were done with
him. In each meeting a chapter were explained. However, in the last meeting, we
discussed all the chapters and a quiz was given to him.


- He was not able to name the chemical

- He can name any compound

- His grades in chemistry smart work were

- For the last two weeks, he got 92, 98 in

in the 70s and 80s

his smart work assignments

- He got 71 in his last quiz

- He got 88 after the tutorials

The second participant was struggling in his Algebra class.

Comment [sa2]: provide demographic

information for participants
fix grammatical errors
double space
The goal of the experiment doesn't
belong in this...



He couldnt give the equation of

He understood how to determine equations

polynomials from a graph. He needed help

of a polynomial, solve problems that had to

with inverse and direct equations. He

do with direct and indirect equations.

couldnt determine possible factors for a

Lastly he knows how to determine factors


of a polynomial using Descartess rule.

His last exam grade was in the 60s and 70s

Before he didnt complete many problems

Afterwards, he was able to solve many

on webwork

problems on webwork after learning the


Abduallh was the third participant; it had an average of 60 in his Pre-Calculus class and
he does not have notes or books to study. Abdullah was disappointed and he will not be
able to pass this course if he does not take a grade in the eighties.


He did not have anything to study from it

He has notes and quizzes

His average grade for the webwork was in

His grades for the last two webwork were

the 60s

90 and 98

In the first quiz that was given to him, he

He took a test that was required to pass his

did very badly and he got 20 out of a

class, and he got 89 out of 100


From doing this experiment we learned that doing tutorials not only benefits participates,
but also the tutors. Each tutor can improve their teaching skills, and retain the information
they teach while the participants can continue having good grades in their class, and
follow the concepts their tutors have taught them.
Perhaps in the future, participants can use the information they learned to teach others
who have trouble in the same subject. Seeing the participants succeed in their academic
career was very thrilling for each tutor. It truly gave each tutor a sense of purpose. In
addition, it makes them more selfless.


Comment [sa3]: Saying that the

results were "as expected" is an opinion
and doesn't belong in the results
The information about how often ...

Tang, T., Sutarso, T., Davis, G., Dolinski, D., Ibrahim, A., & Wagner, S. (2008,
November 1). To
Help or Not to Help? The Good Samaritan Effect and the Love
of Money on
Helping Behavior. Retrieved November 17, 2014, from

Smith, J. (2004). Helping others, helping ourselves: power, giving, and community
identity in cleveland,
ohio. Retrieved November 17, 2014, from

Myer, E. (1979, March 1). Help yourself to good health? Retrieved November 17, 2014,