@article {186,
	title = {PREFERRED FORMAT OF TEACHING TUTORIALS},
	journal = {Problems of Education in the 21st Century },
	volume = {10},
	year = {2009},
	month = {January/2009},
	type = {Original article},
	chapter = {21-29},
	abstract = {Tutorials are an essential part of the academic teaching process. They play an important role in students{\textquoteright} understanding of the material and have a direct influence on their final marks. Selection of proper tutoring policy for improving students{\textquoteright} success in engineering disciplines is a subject investigated all over the world. It is common to think that efficiency of tutorials in smaller groups is higher. However financial considerations limit sub-division of classes into small groups. This paper is focused on the issue of the preferred teacher of these sessions {\textendash} lecturer (faculty member) or teaching assistant. The current study examines the effect of this administrative decision on students{\textquoteright} performance, as measured by ratings of their teachers, and also by students{\textquoteright} final grades. The influence of additional factors like class size, students{\textquoteright} grades, or majors is also examined. Our findings show that there is no significant advantage of tutorials taught by teaching assistants in small groups over those taught by lecturers in plenum.},
	keywords = {effective learning, teacher ratings},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1392315133.pdf},
	author = {Nitza Davidovitch and Shmuel Schacham and Yuri  Ribakov}
}
