Enhance the quality of the university tutoring services to counteract undergraduate students’ educational failure: a focus on the Department of Education of Roma Tre University

Tutoring services are one of the variables which educational research investigates to counteract the educational
failure of universities (Topping, 1996; Falchikov & Blythman, 2001; Da Re, 2017). An effective strategy, in order to
counteract dropout and delay in achievement of a degree and to promote a positive continuation of studies, is to
enhance the quality of the university tutoring services which could support students in their studies with personalized
and interactive educational process, providing them with support both on the educational and emotional-motivational
levels (Felice, 2005; Álvarez & González, 2008).
This paper presents the results of longitudinal research developed at the Department of Education at the Roma Tre
University. The research analyzed the academic careers of three cohorts of students (academic years: 2013, 2016 and
2017) with what are defined “Additional Educational Obligations” (OFA) because they had scored an insufficient
grade in the admission test and so attended “S.Tu.Di OFA” tutoring service. The objective was to reduce
undergraduate students’ educational failure. The results of the research have shown how the innovation of the
didactic design has proved to be effective in helping to counter the university students' educational insufficiencies.
Both qualitative and quantitative tools were used (Trinchero, 2002; Pellerey, 2011; Semeraro, 2014). Data analysis
highlighted the effectiveness of the tutoring actions proposed for students with initial difficulties in studying. Also,
the reflections advanced by tutors and students confirmed the importance of continuing to strengthen the university’s
offering of formative tutoring.