THE IMPLEMENTATION OF VIRTUAL TUTORIES IN HIGH SCHOOL

Abstract

Unlike developed countries, Mexico hardly reaches an indicator of 60% among the population aged 15 to 18 enrolled in secondary, high school or university, according to the Organization for Economic Cooperation and Development [1] in 2015. The age range mentioned is when the majority of students attend high school, which makes it a worrisome figure, which also answers the question, why do so few young people come to study a professional career? At the Universidad Autónoma de Sinaloa (UAS), an Institutional Tutoring Program was implemented in 2006, both at the upper level and at a higher level, although there are no references on the impact of this program on permanence, dropout, failure rates, terminal efficiency or acceptance and perception of this service by the students. This research aims to determine the acceptance of virtual tutoring (distance via the Internet) among high school students. For this research a sample of students was taken from Escuela Preparatoria Mazatlán of the UAS. The methodology used is quantitative - descriptive; an instrument (survey) was designed to collect data with open questions and Likert type, applied to 292 students in first, second and third grade of baccalaureate. Some important results are: the study subjects claim not to have time to receive personalized tutoring sessions, individual or group; high school students consider needing counseling; Most of the respondents perceive the tutor as an important academic support, which positively impacts their grades, but more than 50% do not feel in confidence with him. All of the study subjects would prefer to receive tutoring through the Internet.