Econometric Analysis of the Impact of Tutoring Activities on Students’ Academic Development

This article empirically evaluates the impact of tutor–student interactions on academic performance and socio-academic adaptation within the context of implementing the credit-module system in higher education. The study employs survey-based cross-sectional and panel data and applies multiple regression and correlation analysis to examine the relationships among the selected variables. The econometric estimation results indicate that the intensity of tutoring consultations and the quality of academic support have a positive and statistically significant association with students’ grade point averages (GPA).

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