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This work describes the preliminary results of a tutoring program that provides personalized academic assistance tofirst-year undergraduates enrolled in introductory chemistry, physics and mathematics courses at Universidad AndresBello (UNAB), in Concepcion, Chile. Intervened courses have historically large enrolments, diverse studentpopulation and high failure rates. The evaluation of the program was performed in terms of the academic results andperception surveys collected from 377 voluntary students who participated in the tutoring program during the firstsemester of 2014. Results indicate that participant students accomplished better academic results in their chemistry,physics and mathematics courses, compared to non-participants. In addition, survey results revealed a positiveperception about the tutoring program and evidence the tutor’s dedication, disciplinary knowledge and ability toexplain things easily as favorable qualities that contribute to learning.

Evaluation of a Voluntary Tutoring Program in Chemistry, Physics and Mathematics for First-year Undergraduates at Universidad Andres Bello, Chile