Archive for April, 2011

2011 Tutoring Feedback

During the year, I tutored 26 students in financial accounting, managerial accounting and financial management.

After the school year ended, I asked my tutees to fill out a feedback/rating form discussing what they liked/disliked about having me as a tutor. Of the 26 students I tutored, 9 responded and left feedback (35% response rate).


The rating form had 4 categories:

  • Clarity
  • Knowledge in subject
  • Helpfulness
  • Overall


The questionnaire had 5 options for each question:

  • Very poor (1)
  • Poor (2)
  • Neither good or bad (3)
  • Good (4)
  • Very good (5)


The results are summarized in the following chart:

Submission # Clarity Knowledge  Helpfulness Overall
1 5 5 5 5
2 5 5 5 5
3 5 5 5 5
4 5 5 5 5
5 5 5 5 5
6 5 4 5 5
7 5 5 5 5
8 5 5 5 5
9 5 5 5 5
Average 5.00 4.89 5.00 5.00
Median 5.00 5.00 5.00 5.00


The rest of the questionnaire asked the following questions:

  1. Would you recommend Ahmed as a tutor?
  2. What did you like most about having Ahmed as your tutor?
  3. What did you like least about having Ahmed as your tutor (what can improve)?
  4. Would Ahmed make a good prof? Why or why not?
  5. Additional thoughts/feedback (optional):


The individual responses to these five questions can viewed in a PDF file by clicking here. This PDF contains the feedback from all nine submissions I received. Nothing has been added, altered or left out except for the student’s name which was optional. Below are three examples of what students said:

“[Ahmed] would make an amazing prof because he knows how to engage with students and keep them interested and paying attention… DON’T LEAVE GUELPH UNIVERSITY!!!!!”

“[Ahmed] teaches way better then any accounting professor that I have ever had. He breaks things down step by step in a way that is more simple to understand and explains everything throughly unlike professors. He gets straight to the point of how to accomplish answers instead of confusing you with terms and going about a long unnecessary details that professors always throw in that confuses students further.”

“[Ahmed] went very in depth with his explanations and made sure the student was understanding the content. He went at the pace according to how the student learned. Some tutors I find are a waste of money, but Ahmed was not! He was very helpful and very very kind :)

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Feedback From Review

After each review session I hold, I ask students to submit their feedback via an online form which keeps them anonymous. Jathu and I have been getting a lot of positive comments from a review session we did on Saturday April 16th for Managerial Accounting at the University of Guelph. You can view all of the feedback I received by clicking here. None of the entries have been edited or left out. This is exactly what students submitted. Below are a few examples (click to enlarge):




 

Student Gets Paid to Learn Accounting!

One thing I love to do when teaching review sessions is be creative. I normally get a good response from students when they see me try to go above and beyond. I noticed that in the past, I had trouble trying to get students involved. So I decided to spice things up a bit this time around…

 

Student Gets Owned by Classmates!

I’ve been teaching review session for a while. Normally what I’d do is post the questions and complete solutions on our website after the review session for students to access. Starting last semester I only started posting the questions and final correct answers (instead of the full solutions). So students would either have to attend the review session to get the right answer or attempt the questions on their own.

This stirred a lot of controversy among students, but I didn’t let that bother me. I literally got over 100 nasty emails from students complaining about how they are somehow owed the full solutions to the review questions. On a side note, the review sessions I hold are coordinated by the Accounting Society on campus and have absolutely nothing to do with the course itself. It is merely a service that we offer as an opportunity for students to learn.

If you really need to know, the truth is that students will learn better this way. Once what ended up happening (last year), was one of the questions that we had on the review showed up on the exam… EXACTLY IDENTICAL. I was surprised to learn that despite the fact that students had seen the exact same question merely days before, many still ended up solving the question incorrectly. This spoke volumes to me and really only meant one thing: When provided with full solutions, many students choose not to actually solve the questions themselves and instead simply review the solutions. So that’s what happened last year. This semester I wanted to get that point across in a clever way. So this is what happened…

 

Teaching A Review Session

Just a picture of me teaching a review session for which approximately 230 students attended.

 
© 2011 Ahmed Rizk
www.ahmedrizk.com