Conclusion
• No clear evidence that attending more sessions directly led to better final grades.
• Some students may have benefited from tutoring in specific cases, but overall, attendance alone was not a strong predictor of success.
Key Insights from the Pattern Analysis 1. Improvement Based on Initial Predicted Grades
• Students who started with lower predicted grades( Autumn Predicted) generally showed more improvement.
• This suggests that students who were initially predicted lower scores had more room for improvement.
2. Final Grades by Attendance Category
• Attendance was categorized into Low( 0-3), Medium( 4-6), and High( 7-9) sessions attended.
• The Medium attendance group had the highest final grades on average.
• This may indicate that attending some tutoring sessions was beneficial, but attending too many did not necessarily improve performance further.
3. Improvement Based on Attendance Category
• Medium attendance students showed the greatest improvement in all comparisons( Autumn → Final, Mock → Final, Summer → Final).
• Low attendance students had minor improvements.
• High attendance students did not significantly improve( and in some cases performed worse than expected).
Interpretation
• An optimum number of sessions appears to be around 4-6 sessions( Medium group), where students showed the best improvement.
• Attending either very few or too many sessions did not seem to lead to significantly better outcomes.
• Over-reliance on tutoring might not have provided additional benefits beyond a certain point. Final Grades vs. Sessions Attended
• Students were grouped based on attendance levels: o Low Attendance( 0-3 sessions) o Medium Attendance( 4-6 sessions) o High Attendance( 7-9 sessions)
• Findings: o Medium attendance( 4-6 sessions) led to the highest average final grades. o Low attendance students showed minor improvements.