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The Effect of Personal Tutoring in STEM Subjects

Mohammad Saki (Universoty of West London )
Anastasia Sofroniou (Universoty of West London)
Hooriya Tahir (Universoty of West London)
Bhairavi Premnath ( Universoty of West London)

Tuesday, April 14, 2026 11:30 AM - 12:15 PM

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Session Outline

This study investigates the influence of personal tutoring in Science, Technology,

Engineering and Mathematics (STEM) within the higher education sector, using a

systematic literature review and an action research study at the University of West

London. This paper synthesises findings from 41 empirical studies conducted between

2010 and 2025, accompanied by pre- and post-invention surveys targeting staO and

students at the School of Computing and Engineering. It further analyses the eOect of

structured, equity-focused tutoring on academic and psychosocial outcomes for

students using theoretical frameworks. It also aims to identify student issues at an earlier

stage in order to reduce disengagement and support timely interventions. This research

further highlights the common challenges faced by students, such as loneliness and

academic pressure and provides educators with insights into the importance of

embedding structured personal tutoring that can address these issues and strengthen

student engagement in their academic journey. The results show that structured,

proactive and relationship-driven tutoring improves confidence, belonging and

academic performance within the students, especially those from first-generation,

international and neurodiverse backgrounds.

Learning Outcomes

1) Understand the impact of structured, equity-focused personal tutoring on academic and psychosocial outcomes in STEM higher education.
2) Identify practical approaches for embedding relationship-driven personal tutoring to enhance student engagement and reduce disengagement.

Bibliography

1. Jones, G. and Munro, E., 2025. A taught approach to personal tutoring. International Journal for Academic Development, 30(2), pp.278-281.
2. Grey, D. and Osborne, C., 2018. Perceptions and principles of personal tutoring. Journal of Further and Higher Education, 44(3), pp.285–299
3. Walker, B., 2018. A defining moment for personal tutoring: Reflections on personal tutor definitions and their implications. IMPact: The University of Lincoln Journal of Higher Education Research, 1(1).
4. Jagodics, B. and Szabó, É., 2023. Student burnout in higher education: A demand-resource model approach. Trends in Psychology, 31(4), pp.757-776.
5. Reyes, E., Neverett, M. and Farwell, M.A., 2022. Supporting first generation student success in STEM through a living learning community. Understanding Interventions, 13(1).

Competencies
This session addresses the following competencies of the UKAT Professional Framework for Advising and Tutoring
C3 - Academic advising and tutoring approaches and strategies
C5 - How equitable and inclusive environments are created and maintained
R1 - Build advising and tutoring relationships through empathetic listening and compassion for students, and be accessible in ways that challenge, support, nurture, and teach
I5 - The characteristics, needs, and experiences of major and emerging student populations
P1 - Create and support environments that consider the needs and perspectives of students, and respect individual learners