Abstract:

The issue of tutoring in places of learning is becoming significant to study as students tend to prefer a particular personality irrespective of the gender (male or female) among teachers. This choice appears to have effect on the academic performance of students. However, it is perceived that interest in a subject could be a function of attraction to the subject tutor. Therefore, this study captures the role of personality and gender in the selection of tutor and its effect on student’s performance in engineering. Additionally, other factors that could lead to these issues, such as: method of teaching, mentoring ability, communication skills were looked into. This was achieved through the use of a well-structured questionnaire and personal interviews for proper conclusion on the subject matter. The data collected was statistically analyzed with SPSS 21 and results shows that there is dire need for places of higher learning to increase or encourage good personality in tutoring as it will improve academic performance in return. Also, there should be continuity and proper monitoring of mentoring as well as teaching pedagogy. Inclusive learning should be encouraged to harvest good performance of students.

Keywords:

Tutor, Tutoring, Mentoring, Academic Performance, Pedagogy.