Enhancing College Students' Academic Performance via Tailored Tutoring Programs: Effective Strategies

Abstract

A systematic review was carried out on the production and publication of research papers related to the study of Academic Performance and Personalized Tutoring during the period between 2017 and 2022 under the PRISMA (Preferred Reporting Items for Systematic reviews and Meta-Analyses) approach. The purpose of the analysis proposed in this document was to know the main characteristics of the publications registered in the Scopus and Wos databases during the study and their scope in the study of the proposed variables, achieving the identification of 25 publications in total. Thanks to this first identification, it was possible to refine the results through the keywords entered in the search button of both platforms, which were ACADEMIC PERFORMANCE, PERSONALIZED TUTORING, reaching a total of 14 documents, excluding duplicates and those that did not meet the analysis criteria. The identified scientific publications were analyzed in the hope of knowing the main characteristics within the execution of research projects related to the study of the impact it generates on students, the implementation of personalized tutoring programs, and how it positively or negatively affects the performance in the fulfillment of academic assignments. In this way, it is possible to argue, with previous studies, the usefulness or not of this type of strategies among the teaching-learning processes.