TUTORING IN TOP LEVEL INDIAN STUDENTS TUTORIA EN ESTUDIANTES INDIGENAS DE NIVEL SUPERIOR

Alma Rosa Garcia Rios and Zoila Margarita Garcia Rios

Revista Global de Negocios, 2014, vol. 2, issue 1, 95-104

Abstract: The present work is an investigation of the current situation of indigenous students at the Universidad Michoacana de San Nicolás de Hidalgo, public university in the State of Michoacan, Mexico. Tutorial strategies are described in a group of five Indigenous students of the School of Chemical Pharmacobiology with the intention of demonstrating the effectiveness of tutorial support. Only 1% of all students in higher level colleges or universities that require high school as pre-requirement is ethnic (ANUIES, 2002). Interest in the issue has been the reason why ANUIES such as the Ford Foundation convened universities to form a support program for indigenous students. The methodology is focused on practical action research. It comprises a multi-stage development, with information obtained from direct work with indigenous students who applied interviews, SWOT analysis, clinical analysis, multiple intelligences test and study skills. Based on the results, reinforcement strategies were applied, identifying weak points resulting in improved academic achievement, ending reprobation, lag the attrition and successfully completing college.

Keywords: Tutoring; Indigenous; Strategies; Higher Level (search for similar items in EconPapers)
JEL-codes: I21 I24 (search for similar items in EconPapers)
Date: 2014
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Persistent link: https://EconPapers.repec.org/RePEc:ibf:rgnego:v:2:y:2014:i:1:p:95-104

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