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Vol. 7, No. 1, April 2024, pp. 43-54  

       https://doi.org/10.12928/eltej.v7i1.10280          http://journal2.uad.ac.id/index.php/eltej/index        eltej@pbi.uad.ac.id  

Preparing EFL pre service teachers for inclusive teaching: The 

students' perception on the outcome-based evaluation of the 

introduction to inclusive education course 

Novera Putri Karina a,1 , Alies Poetri Lintangsari b,2,*, Ive Emaliana c,3  

a Indonesia English Language Education Department Universitas Brawijaya, Jalan Veteran Malang 65145, Jawa Timur, Indonesia 
b, c School of Curriculum, Teaching and Inclusive Education, Faculty of Education, Monash University, Clayton, VIC, Australia 
1 noverakarina@student.ub.ac.id ; 2 alies.lintangsari@monash.edu*; 3 ive@ub.ac.id 

* corresponding author 

  

A R T I C L E  I N F O 

  

A B ST R ACT   

 

 

Article history 

Received 16 February 2024 

Revised 20 March 2024 

Accepted 30 March 2024 

  Inclusive Education has been an emerging initiative in Indonesia, yet, 
the implementation of it in English Language Teaching is less 
explored. English Language Education Department, Faculty of 
Cultural Studies, Universitas Brawijaya has initiated the Introduction 
to Inclusive Education course to prepare students with inclusive 
teaching competencies. This course has been implemented for 2 years, 
a course evaluation needs to be carried out to evaluate and improve the 
course quality. This present study reports the evaluation of the 
aforementioned course with the Framework of Outcome Based 
Education from the students’ perspective. The survey was distributed 
to 129 students enrolled in the course. Questionnaires were distributed 
after students completed the final semester exam in the course. 
Descriptive analysis was carried out with SPSS to calculate the 
average score for each aspect. This research revealed that most of the 
students agreed that this course has met their expectation toward the 
offered competencies (M=3,25), positive perception toward course 
activities (M=3,12), positive perception toward the benefits of course 
materials (M=3,19), and positive perception toward tutor performance 
(M=3.2). Surprisingly, despite the students' agreement on the 
usefulness of the courses, they also acknowledged that the course 
materials are pretty difficult (M=3,15). The result of this course 
evaluation shed a light on the importance of adjusting the materials to 
be more achievable by the students so they have confidence in 
implementing inclusive teaching practices.  

This is an open access article under the CC–BY-SA license. 

    

 

 
Keywords 

OBE 

Inclusive Teaching Practices 

Learning Outcomes 

Teacher Preparedness for Inclusion 

Teacher Education 

 

 

  

How to Cite: Karina, N. P., Lintangsari, A. P., & Emaliana, I. (2024). Preparing EFL pre service teachers for 
inclusive teaching: The students' perception on the outcome-based evaluation of the introduction to inclusive 
education course. English Language Teaching Educational Journal, 7 (1), 43-54.  
https://doi.org/10.12928/eltej.v7i1.10280  

1. Introduction  

English is the global language which promises wider opportunities for youth including those with 
special educational needs. It is imperative that all individuals who are considering learning English as 
a second language learn it. Many countries include English as a second language in their school 
syllabus and children start learning English from a young age (Ilyosovna, 2020).  Additionally, as the 
Government of Indonesia regulates the inclusive education in all level of education, number of 
students with special needs enrolling in general schools are raising for the past 5 years from 62,960 in 
2015 to 99,467 by 2020 (Afkar et al., 2020; Hata et al., 2021).  Despite the number of students with 
special educational needs enrolled in general school raising, but their school participation remains 
declining because of dropping out (Mizunoya et al., 2016). The low quality of teaching and learning 

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44 English Language Teaching Educational Journal   ISSN 2621-6485 

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 Karina, N. P. et.al (Preparing EFL pre service teachers for inclusive teaching …..)  

is one of the most challenging barriers in implementing effective inclusive teaching practices (Afkar 
et al., 2020; Hata et al., 2021; Mizunoya et al., 2016; Poernomo et al., 2016). The quality of teaching 
and learning is significant to quality education as it serves the effective practical pedagogical practices 
which ensures the optimal participation of all students regarledss their special needs (Dutta, 2017; 
Javornik & Klemenčič Mirazchiyski, 2023; Yao & Lin, 2023). Teacher quality encompassing the 
characteristics, skills, ability and competencies is the key to ensure the quality of teaching and learning 
(Pendergast et al., 2023). Therefore, preparing teachers for inclusive teaching practices is equal to 
ensuring the quality of inclusive education implementation.  

In the context of English language teaching, the visible challenges lie on teachers’ competences in 
implementing inclusive teaching practices as the English Education Program have not prepared the 
prospective teachers with this ability. Several studies have reported several challenges in addressing 
various learning needs due to the lack of teacher competence in implementing inclusive teaching 
including competences in designing accessible and inclusive lesson plan, assessment, teaching method 
(Infantri & Lintangsari, 2022; Nugroho & Lintangsari, 2022; Puspitasari, 2019).  Those 
aforementioned challenges emerge as the EFL teachers are not prepared to teach students with diverse 
needs. The low competence of teachers in implementing inclusive teaching practices will affect their 
confidence and teaching efficacy (Forlin et al., 2011), whereas teachers attitude and their ability to 
implement inclusive teaching practices is significant in supporting the students with special needs 
learning English (Asri & Adrianto, 2021). Furthermore, the quality of teachers is highly guaranteed 
by the quality teacher education. The effective teacher education program develops the teachers’ 
quality including their competencies, skills, and abilities (Churchward & Willis, 2019). As a program 
which prepares the future EFL teachers, the English Language Education Study Program (SP-ELE) 
Faculty of Cultural Studies, Brawijaya University has formulated an elective course called 
Introduction to Inclusive Education to equip students with skills and competencies in inclusive 
teaching practices (SP-ELE, 2023). This inclusive education initiative is designed to meet the need 
for inclusive teaching practices in the area of English Language Teaching as results of feedback from 
alumni and stakeholders as well as to implement Government Regulation number 13 of 2020 which 
mandates that all study program which prepare teachers should offer course on inclusive education 
(GoI Regulation Number 13 of 2020 about Reasonable Accommodation for Student with Disability, 
2020). The Introduction to Inclusive Education course is offered to 6th semester students who are 
going to conduct teaching practices in school. It is offered in two credits with 16 meetings in one 
semester to prepares students to implement inclusive teaching practices through 5 learning outcomes; 
(1) Being able to explain the principles of Inclusive Education in ELT practices; (2) Being able to 
determine the appropriate curriculum of inclusive teaching practices; (3) Being able to assess the needs 
to prepare inclusive teaching practices; (4) Being able to plan inclusive English teaching learning 
processes and (5) Being able to adapt various conventional and ICT based instructional material/media 
based on accessibility principles. This course equips the students with inclusive teaching skills and 
knowledge including the concept and definition of inclusive education, disability awareness and 
etiquette, assessing students’ needs, language-based learning disability, language barriers, 
differentiated instructions, Universal Design Learning, Accessibility Principles, Accommodation 
Principles and Culturally Responsive Education. This course implemented case method and project-
based learning method which aims at equipping students with experiences in collaborative work. 
Therefore, students can equip themselves with the necessary knowledge to become more adept at 
implementing inclusive education. Pre-service teachers' attitudes and skills will also improve with 
relevant and inclusive training (Alzahrani, 2020). In addition, prospective teachers who possess the 
knowledge of managing behavioral intentions, working with others, and utilizing inclusive teaching 
will have a distinct advantage over aspiring educators who lack this knowledge. 

The course was designed based on Outcomes-based education (OBE). OBE is an educational 
principle that measure students’ performance effectively and advance democratic knowledge 
management (Japee & Oza, 2021). This means that in the OBE context, education becomes more 
student-centered, where students are actively involved in the learning process so that the expected 
competencies are in line with students’ needs. As the Indonesia Ministry of Research and Technology 
and National Research and Innovation Agency also suggest to implement the OBE strategy in higher 
education as a result of the shift in quality assurance which now focuses on course outcomes. As a 
result, the study program will produce graduates with skills that are relevant to real world demands, 
and the institution will produce high quality graduates. Therefore, it is important to evaluate 
educational programs to realize weaknesses and strengths so that they can improve teaching methods 



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and effectiveness (Mohammadi, 2021). The implementation of OBE has been well reflected in the 
graduate profile of SP-ELE which is formulated based on 4 standards, namely study program 
associations, stakeholder demands, national and international standards and the academic mission 
which consists of 3 main areas, namely intercultural communication competencies, inclusive teaching 
competencies and ICT integrations. Therefore, the learning outcomes of Introduction to Inclusive 
Education course was designed based on the graduate profiles and alumni feedbacks. This course has 
been implemented for two years, but there has been no evaluation. Students perception toward course 
evaluation is crucial to ensure the effectiveness of the course in equipping students with necessary 
skills (Katawazai, 2021; Akramy, 2021; Amalia et al, 2021). Whereas, learning evaluation is useful 
for making decisions about the progress of the teaching and learning process (Chalikandy, 2023; Ellis 
et al., 2021; Shinde, 2022). This helps develop standards for student performance, academic 
achievement, or student-teacher proportions. Bloemert et al., (2019) consider gaining insight into 
students' perspectives of foreign language curricula important for designing curricula and preparing 
lessons. This research addresses the practical gaps of Introduction to Inclusive Education to equip 
prospective EFL teachers with inclusive teaching competence by evaluating the course delivery 
through students’ perspective. Therefore, this research aims to evaluate the Introduction to Inclusive 
Education course from a student's perspective based on the OBE framework which measures 5 aspects 
or course evaluations including Course Expectations, Course Activities, Benefits of Course Material, 
Tutor Performance and Difficulty of Course Material. 

2. Methodology  

This research employed quantitative method with survey design to find out students' perspective 
by inviting 129 students of the Brawijaya University English Language Education Study Program 
(SP-ELE) who took the Introduction to Inclusive Education (IIE) class and shared their consent to join 
the survey voluntarily. Questionnaires were distributed online using Google Form to students after 
they completed the final exam. As displayed in table 1, the respondents consisted of 77,5% second 
year students and 22,5% third year students. They were mostly dominated by female students (72%) 
than male students (28%). 

Table 1.  Respondents 

Category Frequency (%) 
Academic Year 

Second Year Students 

Third Year Students 

 

100 (77.5%) 

29 (22.5%) 

Gender 

Male 

Female 

      

36 (28%) 

93 (72%) 

 

The research employed a questionnaire derived from Lixun (2013) as the primary instrument that 
consists of 15 statements. The questionnaire was clustered into some aspects that contained students’ 
perceptions to simplify the analysis as shown in Table 2. 

 This research underwent a reliability and validity check showing that the instruments are reliable 
and valid as the rxy scores exceeded the r value, and Cronbach's and the Cronbach's alpha scores 
likewise surpassed the r value as seen in table 3 and table 4 below. A descriptive analysis was 
conducted based on the data processed using SPSS (Statistical Program for Social Science) version 
25 to calculate the mean score of each aspect. 



46 English Language Teaching Educational Journal   ISSN 2621-6485 

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Table 2.  OBE Evaluation Questionnaire Statement 

Aspects Item of Questionnaire 

A: Course 

Expectation 

1. The course met my expectation 

2. The course met my needs as future English teacher 

3. The topics covered were relevant to the course. 

B: Course 

Activities 

1. The activities were clearly explained 

2. The activities were useful 

3. The timing of activities was appropriate for the content 

4. The sequence of the activities was right 

5. The instructions were clear 

6. I provided with many opportunities to interact with fellow 

students on the course 

C: Benefit of 

Course 

Material 

1. The course material was useful 

2. The course Gives an example of how I’ll apply what I 

learned in this course in my job. 

D : Tutor 

Performance 

1. The tutor was engaging 

2. The tutor provided helpful feedback 

E. Course 

Material 

Difficulties 

1. In this course, I have been challenged to learn more than 

my expected 

2. I have put a great deal of effort into advancing my learning 

in this course. 

 

Table 3.  Validity of Evaluation Questionnaire 

No Rcount Rtable Status 

1 .726** 0.306 Valid 

2 .781** 0.306 Valid 

3 .675** 0.306 Valid 

4 .669** 0.306 Valid 

5 .630** 0.306 Valid 

6 .764** 0.306 Valid 

7 .792** 0.306 Valid 

8 .587** 0.306 Valid 

9 .731** 0.306 Valid 

10 .621** 0.306 Valid 

11 .743** 0.306 Valid 

12 .882** 0.306 Valid 

13 .814** 0.306 Valid 

14 .838** 0.306 Valid 

15 .831** 0.306 Valid 

 

 



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Table 4.  Realibility of Evaluation Questionnaire 

Item 

Cronbach's 

Alpha if Item 

Deleted 

Rtable Status 

1 .803 0.306 Reliable 

2 .924 0.306 Reliable 

3 .928 0.306 Reliable 

4 .841 0.306 Reliable 

5 .930 0.306 Reliable 

6 .790 0.306 Reliable 

7 .924 0.306 Reliable 

8 .931 0.306 Reliable 

9 .926 0.306 Reliable 

10 .930 0.306 Reliable 

11 .926 0.306 Reliable 

12 .919 0.306 Reliable 

13 .922 0.306 Reliable 

14 .921 0.306 Reliable 

15 .922 0.306 Reliable 

 

3. Findings and Discussion 

This chapter reports the results of the questionnaire about students’ IIE course based on the OBE 
framework. As seen in table 2, most students agree that the course has met their expectations as the 
lessons are relevant to their needs as future English teachers (M=3,25). Furthermore, the students also 
agree that the course provides learning activities that are clear, useful, relevant, appropriate, and 
support interaction and collaboration (M=3.12). Additionally, students acknowledged that the course 
material is useful and practical for their future career (M=3,19). Most of them also agreed that the 
tutor is engaging and providing helpful feedback (M=3,20). Although students shared positive 
evaluation in the aspects of course expectation, learning activities, course materials and tutor 
performance, most students still encountered challenges in the course as they confessed that the course 
materials are too difficult (M=3,15). Nevertheless, students still put effort into learning the IIE course.  

Table 5.  Descriptive Statistics of Students’ Perceptions Toward Introduction to Inclusive Education Course 

 

  Aspect A Aspect B Aspect C Aspect D Aspect E 

“Valid”  “129”  “129”  “129”  “129”  “129”  

“Missing”  0  0  0  0  0  

“Mean”  3.256  3.124  3.198  3.202  3.155  

“Std. Deviation”  0.416  0.303  0.444  0.398  0.394  

“Minimum”  2.333  2.500  2.000  2.500  2.000  

“Maximum”  4.000  4.000  4.000  4.000  4.000  

 

Integrating an inclusive education framework in the trend of English Language Teaching is a 
promising step to ensure the accessibility of English language learning for all. Unfortunately, the 
English teacher education program has not well structurally and nationally put it into the mainstream 
agenda although the urgency of this issue is increasing. The IIE course offered by SP-ELE is aimed 
at inducing students with the initial competence of the inclusive teaching practices that covers the 
topic of inclusive education principles, adaptive curriculum, differentiated instructions, universal 



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design learning and accessible digital learning. Although it is an elective course, most students were 
eager to take this course as 86% of students in batch 2020 participated in the course in this year. It 
reflects that most students think that this course is needed to complement their competencies in 
teaching English.  

3.1. Course Expectations 

The students expressed their agreement that learning with OBE principles in IIE course has the 
potential to fulfil their aspirations as future educators. Thus, the findings of this research support the 
principles of OBE, as argued by Wijaya (2020) who highlights the significant impact of OBE on 
students' learning motivation when teachers are able to create learning that is appropriate for them. 
Therefore, it is important to clarify the objectives of the course so that the material and activities in 
the course suit students' future needs. Apart from that, the topics presented in this IIE course are also 
relevant. Saha (2019) argues that OBE can help create appropriate outcomes for students through 
designing a curriculum that is effective and relevant for students.  

3.2. Course Activities 

This research reports that the course has fulfilled the course delivery in terms of course material 
and course activities, which practically supports the implementation of the OBE framework because 
it reflects the success of OBE implementation (Yuzni et al, 2021), which implements the OBE 
strategy. Activities in the course can also be delivered well according to the content, instructions and 
time that has been planned. Supported by the opinion of Xiao et al (2023), who say that in the OBE 
concept, lecture activities must be explained clearly, be useful, and focus on the quality and abilities 
of students in a comprehensive manner. That way students can benefit from IIE course. Plus, the time 
and sequence of activities in this IIE course are appropriate. In accordance with Sun (2020), supporting 
learning activities based on the OBE concept must focus on learning building for students. Not only 
that, the OBE concept supports students to deepen their results through experience, collaboration and 
exploration. According to Xerri et al (2018), students’ involvement in academic activities is very 
important for the effectiveness and goals of their learning. In this way, it means that teachers are not 
only given the OBE syllabus but also carry out teaching and learning activities based on OBE 
principles to achieve the desired results.  

3.3. Benefits of Course Materials 

Education professionals have an important responsibility to implement inclusion. Therefore, 
teacher awareness of inclusion is needed to find solutions to challenges and difficulties during the 
learning process (Damayanti et al., 2022). Based on the results from the student's perspective, it is 
stated that the learning material presented in the IIE course is in accordance with the learning 
objectives and is relevant to real life situations. In accordance with Frick (2020) stated that the content 
of learning materials must support the development of students' rationality, guiding students to make 
strong connections based on real world experiences. 

The activities in this course also provide an overview of how students can implement this course 
in their future work. Supported by the opinion according to Yip-Hoi (2020), the activities in the course 
are important for workplace skills. So that through this course students can overcome the challenges 
that exist when teaching. Therefore, students in this IIE course are provided with material that will 
support their skills in inclusive teaching. Thus, prospective students who take this course will feel the 
benefits of the IIE course which is implemented using OBE principles. Furthermore, SP-ELE students 
who will later become educators through this course will be more aware of the importance of inclusive 
education.  

3.4. Tutor Performance 

Not only material and activities, the presence of teachers or lecturers is also very important in their 
capacity as facilitators, encouraging students to gain knowledge that is useful for their personal and 
professional endeavors in the future. The research results of Armis and Mauliza (2022) found that 
apart from directing various learning materials according to the curriculum, teachers also motivated 
learning objectives. This means teachers in IIE course provided support to students so that they can 
achieve competency in inclusive education. This research also showed a positive response from tutors 
in terms of interesting facilitation. Tutors in IIE course provided useful input to support OBE 
implementation. In this way, as Muste (2020) stated that feedback can improve learning through 



ISSN 2621-6485 English Language Teaching Educational Journal 49 
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 Karina, N. P. et.al (Preparing EFL pre service teachers for inclusive teaching …..) 

aligning efforts and activities with expected outcomes. Thus, tutors in IIE course provide feedback to 
help students improve their skills during the learning process. 

3.5. Course Material Difficulties 

It is true, the two elements related to the usefulness of the course and examples of its practical 
application show a clear relationship between course activities, evaluation, and learning outcomes, 
even though students find it difficult to master all the course material. According to Damit et al (2021), 
students' learning difficulties remain even though courses implement OBE. This happens to IIE course 
students, namely they have difficulty understanding the material. The challenges that usually arise 
when students learn about inclusiveness are due to their lack of understanding regarding the meaning 
of inclusiveness itself. Based on Spandagou (2020) states that inclusiveness is difficult to understand 
because the terms are complex. Even though they experienced difficulties, they did not just leave it. 
They actually try hard to understand the material. The benefits of students' hard work when studying 
is supported by research by Saidah et al (2019) which states that the efforts made by students in 
studying will help them achieve the desired competencies. Even though studying hard has an 
important role in implementing OBE and can help improve students' abilities and skills, evaluation is 
still needed to improve the quality of material in IIE courses so that students understand it more easily. 

The OBE framework as a reference in designing IIE courses has helped SP-ELE achieve effective 
pedagogical practices because this research showed that the majority of students agree that this course 
has met their expectations in terms of course learning outcomes, course activities, and learning 
outcomes the course. This course is also beneficial for their future careers, and the performance of 
lecturers, this shows that the IIE design has guaranteed the voice of students and the profile of 
graduates. Thus, this research is supported by other research which also showed that the OBE 
framework applied to courses can be achieved pedagogically effective (Chan et al, 2022; Vidyakala, 
2019; Sathya & Narayanan, 2021). However, despite successful alignment of the course curriculum 
with the program's graduate profile and student voice, the course needed to evaluate the material 
because students found it too difficult. 

The OBE-based learning outcomes of the Introduction to Inclusive Education course has ensured 
the equivalence of the competencies needed by the EFL prospective teachers to manage inclusive 
classrooms. As this research result show the students’ agreement toward the suitability of the course 
materials toward their future career is positives, the inclusive teaching competence should be shaped 
based on the following knowledge and skills comprising the awareness of disability, special needs 
students’ identification and assessment, differentiated instructions, universal design learning, and 
knowledge on the regulation about inclusive education. The provision of courses on inclusive 
education in teacher education program all across disciplines is highly suggested, despite it is 
obligatory based on the regulation of number 13 of 2020 about reasonable accommodation for students 
with disabilities, courses on inclusive education provide initial training for prospective teachers to be 
knowledgeable and skillful in managing inclusive classroom. Broad of researches stipulated that 
inclusive teaching training is one of the attributing factors that affect the high efficacy and shape 
positive attitudes of teachers toward the inclusion of students with special educational needs in 
mainstream classroom (Forlin et al., 2009, 2011; Sharma, 2018; Sharma & George, 2016). Thus, the 
embedded course on inclusive education in all education study program should be encouraged.  

Eventually, the integration of the OBE framework in IIE course design can make a significant 
contribution to the development of inclusive pedagogical practices in SP-ELE. This course ensures 
that students can develop a set of skills and prepares them for various educational and professional 
paths, especially for competencies in inclusive education. The material and activities presented in this 
course provided an overview of real work practices when they teach at school in the future. The role 
of lecturers in this course also has an active role in providing feedback that supports their 
achievements. However, it is also necessary for students to improve themselves. Ni-Bhroin & King 
(2020) state students need to develop various skills to be successful in general and specific 
environments. The findings of this research also highlight the need for continuous improvement and 
adaptation to meet the evolving needs of students and the teaching profession. 

 



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4. Conclusion 

Inclusive teaching skills and competencies are very important for future teachers, not only because 
of the enforcement of policies regarding the implementation of inclusive education, but also to meet 
the learning needs that can be accessed by students with various needs as is the fact of the participation 
of students with special needs in public schools increasing throughout the year. Therefore, the 
successful implementation of the Introduction to Inclusive Education Course ensures the readiness of 
future EFL teachers to accommodate the diverse characteristics of students' needs. This is proven by 
research results showed that students agree that the learning outcomes, activities and tutor 
performance are in line with their expectations, they also agree that this course provides benefits for 
their future careers as teachers. However, they also agreed that they felt challenged and tried hard to 
understand the material presented because inclusiveness is complex material. This suggests that course 
designers need to readjust and modify materials to make them more concise, accessible, and simple 
to increase students' confidence in embracing competence in teaching English with an inclusive 
approach. In addition, this research suggests theoretical and practical recommendations to improve 
inclusive EFL teaching practices. Theoretically, this research can contribute constructive ideas about 
inclusive teaching strategies by presenting materials and incorporating flexible learning environments 
to increase engagement and accessibility for students with diverse needs. Practically, this research 
encourages institutions to increase educational equity and accessibility by equipping prospective 
teachers with inclusive teaching practices in the teacher education curriculum.  

Acknowledgment 

The authors would like to express their appreciation for the support of the students in Introduction 
to Inclusive Education class for their participation in this research and their interests joining the class. 
Their commitment to join the class and their full participation really means a lot for the progression 
of the inclusive education in Indonesia. 

Declarations 

Author contribution : Novera is responsible for data collection and manuscript writing, Alies 

is the lead researcher of the project, she is responsible for data analysis 

and manuscript writing, Ive is responsible for proofreading and revising 

the final manuscript.  

Funding statement : This research is funded by Faculty of Cultural Studies, Brawijaya University 
under the Faculty Research Grant number: 1846/UN10.F12/PN/2023. 

Conflict of interest : All the authors declare that they have no competing interests. 

Ethics declaration 

 

 

 

 

 

Additional 

information 

: 

 

 

 

 

 

: 

We as authors acknowledge that this work has been written based on ethical 

research that conforms with the regulations of our universities and that we 

have obtained the permission from the relevant institutes when collecting 

data. 

We support English Language Teaching Education Journal (ELTEJ) in 

maintaining high standards of personal conduct, practicing honesty in all our 

professional practices and endeavors. 

                                                                                                                     

No additional information is available for this paper. 

 
 

 

 



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https://doi.org/10.18260/1-2--34055
https://doi.org/10.2991/assehr.k.211110.210

	1. Introduction
	2. Methodology
	3. Findings and Discussion
	3.1. Course Expectations
	3.2. Course Activities
	3.3. Benefits of Course Materials
	3.4. Tutor Performance
	3.5. Course Material Difficulties

	4. Conclusion
	REFERENCES

