Relationship Between Personalized Tutoring and Academic Progress of Students with Special Educational Needs (SEN): An Experimental Study
DOI:
https://doi.org/10.18779/csye.v10i1.1125Keywords:
Personalized tutoring, special educational needs, academic performance, inclusion, higher educationAbstract
This study analyzes the impact of personalized pedagogical tutoring on the academic performance of students with Special Educational Needs (SEN) in the Information Technologies program at the Faculty of Mathematical and Physical Sciences, University of Guayaquil, during the 2024–2025 academic period. Using a quasi-experimental pretest-posttest design without a control group, an intentional sample of 17 students with diverse disabilities received 14 individualized tutoring sessions. The results showed a significant improvement in academic average after the intervention, with an average increase of 0.77 points on a 10-point scale, confirmed by the paired samples t-test (p < 0.05). Findings demonstrate that personalized tutoring is an effective strategy to enhance learning and educational inclusion, contributing to the academic progress of students with SEN. Implications for teacher training and the integration of inclusive technologies in higher education are discussed.
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Copyright (c) 2026 Janeth Pilar Diaz Vera, Delia Silvia Peña Hojas, Milton Doroteo Cayambe Guachilema, Darlin Gilberto Escobar Ronquillo
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