Tutor Competence in Guiding Academic Writing

Description

The analysis involved 38 tutor respondents using a 23-item questionnaire. The instrument consisted of six independent variables, namely planning, implementation, scientific article guidance, assessment and feedback, time management and interaction, as well as challenges and support. The dependent variable was tutor self-reflection. The instrument demonstrated excellent overall internal consistency, with a Cronbach’s Alpha value of 0.929. Among the 23 questionnaire items, 22 items met the validity criteria based on corrected item-total correlation (r > 0.320), while one item related to challenges experienced by tutors (X6.1) did not meet the validity threshold (r = 0.170). Although the overall reliability was high, the X6 variable showed low reliability with an Alpha value of 0.453. The mean scores of all main variables were categorized as very high. The highest score was found in time management and interaction (X5) with a mean value of 4.614, while tutor self-reflection (Y) obtained a mean score of 4.474. Among all predictors, scientific article guidance (X3) emerged as the strongest factor influencing tutor self-reflection. It showed a strong correlation with Y (r = 0.695, p < 0.001) and remained significant in the multiple regression model (β = 0.540, p = 0.011). The regression model was statistically significant and explained 55.0% of the variance in tutor self-reflection. However, the findings should be interpreted as exploratory due to the limited sample size and the indication of multicollinearity in the planning variable (X2) with a VIF value of 5.53.

Steps to reproduce

The data were collected using a Research and Development (R&D) methodology adapted from systematic development procedures and informed by Zimmer’s (2000) approach to data collection and research documentation. The study was conducted through several stages: needs analysis, platform design and development, expert validation, implementation, and evaluation. During the needs analysis stage, data were gathered from 142 students and 38 tutors in an Open and Distance Learning (ODL) environment using structured questionnaires measuring self-regulated writing practices, feedback utilization, academic writing development, and tutor competencies. The developed SIM-Aril platform was evaluated through expert review, user implementation, and qualitative feedback. Expert validation focused on platform functionality, instructional design, usability, and alignment with academic writing development principles. Student and tutor responses were collected after implementation to examine the effectiveness of digital portfolio assessment, tutor scaffolding, and self-regulated feedback processes. Quantitative data were analyzed using statistical procedures, including descriptive statistics, Cronbach’s Alpha reliability testing, correlation analysis, multiple regression analysis, and exploratory factor analysis. Qualitative data from open-ended responses and evaluation comments were analyzed thematically to identify user experiences, challenges, and improvement suggestions. The research workflow followed Zimmer’s (2000) principles of systematic inquiry by documenting research procedures, data sources, instruments, analysis methods, and validation processes to ensure transparency and reproducibility.

Categories

Funders

• Universitas Terbuka

  Grant ID: B/104/UN31.LPPM/PT.01.03/2026.

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