Where do I find an assignment tutor for my exact course?

1:1 subject tutoring, book a session of 60 minutes or 90 minutes, or a package, with an expert in your course.

Direct answer: Match by course code, not by broad subject label. MAAS EdTech pairs you with an expert who has studied or taught your specific unit, in sessions of 60 minutes or 90 minutes or as a package. Sessions run in your timezone and are recorded to your workspace, so you can revisit the explanation later.

What is MAAS Tutoring?

A single live session of 60 minutes or 90 minutes, or a discounted multi-session package, is the core deliverable of MAAS Tutoring, giving you 1:1 time with a subject-matter expert who teaches you how to approach your coursework, not someone who does it for you.

This is Group B · Advisory: MAAS commits to expert credentials and teaching quality. The work you submit remains your own.

Who is Tutoring for?

Undergraduate students stuck on a specific module make up the largest group, though anyone preparing an assignment or working toward a learning outcome they can't yet meet alone also fits this service.

• Undergraduate and coursework students who want to understand a topic, not outsource it
• Students preparing an assignment who need guidance on approach, structure, and rubric
• Anyone facing a tricky module in finance, accounting, marketing, statistics, programming or another of 20+ disciplines, who learns best 1:1

Does any of this sound like where you are?

• You want someone who has actually passed this module and knows the specific tool it uses, whether MATLAB, R or a modelling package.
• Your subject is narrow enough that you assume nobody covers it, so you have not asked.
• You are on an MBA or a professional programme and are not sure tutoring is offered at that level.
• Your semester has not started yet and you want the tutor lined up before the pressure arrives.
• You want to understand the material rather than hand the work over.

This is not for you if you want the assignment completed during the session. Tutoring teaches you the material so you can do the work yourself.

What do you get with Tutoring?

Book a Tutoring session and you get live 1:1 coaching, worked examples, rubric guidance, retained recordings, and flexible scheduling across time zones, tailored to the subject and module you bring.

• Live 1:1 sessions of 60 minutes or 90 minutes with a matched expert
• Single sessions or discounted multi-session packages
• Guidance on how to read the rubric and plan your own work
• Worked examples and methodology walkthroughs, for learning, not submission
• Session recordings retained in your workspace
• Flexible scheduling across AU / UK / US / Vietnam timezones

How it works

MAAS matches an expert to your course within a short intake, then runs the live session and hands back a recording so you can keep working through the material independently.

Does 1:1 tutoring actually outperform group teaching?

Direct answer: Yes, and it is one of the most replicated findings in education research, even though the size of the advantage has been revised down since the original claim. Bloom (1984) reported that students who received one-to-one tutoring, combined with regular testing and corrective feedback, scored on average higher than 98% of students taught the same material in a conventional classroom, a result published across pages 4–16 of Educational Researcher and later known as the two-sigma problem, because the gain approached two full standard deviations. Bloom's 1984 finding still names the problem four decades later: no method of teaching a whole class at once has reliably closed that gap.

A later meta-analysis narrowed the number without reversing the direction Bloom (1984) established. VanLehn (2011), reviewing decades of comparative studies in Educational Psychologist, pages 197–221, found the effect of expert human tutoring on learning outcomes smaller than the two-sigma estimate, an effect size of d = 0.79, while a well-built intelligent tutoring system reached d = 0.76, close behind it. An older meta-analysis of 65 independent tutoring-programme evaluations had already found the same direction: tutored students outperformed untutored peers on both test scores and subject attitudes, in a review published across pages 237–248 of the American Educational Research Journal (Cohen, Kulik, & Kulik, 1982). From 1982 to 2011, across three separate reviews, the mechanism the studies keep pointing to is the one MAAS books sessions around: a tutor who checks understanding in real time and adjusts the explanation on the spot outperforms a format that cannot.

The mechanism is also why MAAS matches you on course code rather than a broad subject label. Topping (1996) reviewed peer- and near-peer tutoring specifically inside further and higher education, pages 321–345 of Higher Education, and found the strongest effects turned up where the tutor held a clear level advantage over the student and where a session was built around a specific task rather than a general subject review. Bloom's 1984 result and VanLehn's 2011 correction describe the same requirement from inside the session itself: diagnosing the exact misconception a learner has, in real time, takes genuine command of the material at the level your own course teaches it, not just more seniority. That is the logic behind checking a tutor's own transcript evidence in an equivalent module before a match is confirmed.

What has tutoring actually looked like?

Three real engagements, anonymised. In every one the student attended, prepared, and sat the assessment themselves.

Two final-year modules in Applied Linguistics and TESOL (UWE Bristol, United Kingdom). One module was assessed by an oral viva, where questions are released in advance and examiners probe understanding live, a different order of difficulty from writing it. The tutor took the released questions one by one, unpacked the underlying models of lexical access, speech production and the bilingual mental lexicon, then ran mock viva questioning until the student could explain each framework in their own words and field follow-ups without freezing. Outcome: both modules scored in the Distinction band, above 70.

Fixed-income mathematics and a yield-curve call (RMIT Vietnam). A finance undergraduate had an individual report running from CFA-level bond maths through to a macro call on central-bank policy, on a tight turnaround. In a focused session the tutor worked through bond valuation, Macaulay duration and convexity in Excel, then the macro side. The tutor reviewed the student's own draft, flagged the errors and explained the theory beneath them. Where it stands: the student finished and submitted their own report.

12 weeks of R before a 50% final (Australia). The subject carried a hurdle, so you either pass the exam or fail the subject. Phase one consolidated descriptive, predictive and causal analytics, visualisation with ggplot2, wrangling with dplyr, and predictive modelling with OLS and MAPE. Phase two was a full mock-exam walkthrough, including the multiple-choice traps and writing business interpretations to the marking rubric. Where it stands: the student went in having covered the full syllabus and rehearsed under timed conditions.

Read these in full, alongside the rest, on our success stories.

What decides your quote?

Three things move the number.

• Length of the session, since sessions run to a standard 60 minutes.
• How many sessions you book. A package costs less per session than booking one at a time, and the number of sessions is worked out from what you want to be able to do by the end, not chosen off a menu.
• Your subject. Courses needing a specific technical tool or a narrow specialism sit higher, because fewer tutors can take them.

⚠️ Unused sessions in a package are not carried over or refunded, so the package is sized to what you will actually use.

No two cases price the same, so MAAS quotes per case. Send the details and you get a figure back; you do not need to commit to anything to see one.

Who will actually work with you?

Tutors are matched to your course, not your broad subject. The finance session described above went to a tutor holding an MSc in Financial Engineering, and the analytics package went to someone who works in R daily. Tutors clear the three-stage MAAS vetting process, and you see the tutor's profile before you approve the match.

See the anonymised expert roster on our experts page.

What does MAAS commit to?

MAAS commits to vetted tutors, on-time attendance, high-quality teaching, and confidentiality of every material and question you bring into a session, regardless of subject or discipline.

• Tutors vetted through the three-stage MAAS expert process
• On-time attendance and high-quality teaching
• Confidentiality of your materials and questions

What does MAAS not do?

MAAS does not complete or submit any assessment on your behalf, and does not promise a specific grade on work that you complete and submit yourself under your institution's marking rubric.

• Complete or submit any assessment on your behalf
• Promise a specific grade on work you complete and submit yourself

How does MAAS scope your session before matching a tutor?

Before matching a tutor, MAAS gathers what you actually want from the sessions, the background your tutor needs, your goal and expected outcome, and any questions you already have, then builds a lesson plan around them rather than a generic syllabus walkthrough.

• What you want to get out of the sessions
• The background your tutor needs to know before the first call
• Your goal and the outcome you're aiming for
• Questions gathered before the first session
• A lesson plan built around your questions, not a generic syllabus read-through

Tutoring is real teaching. The student does their own work, while a tutor guides and reviews, never producing it for you.

How does MAAS match a tutor to your course?

MAAS matches your tutor against explicit criteria, namely subject code, a level strictly higher than your own, the right academic system, and transcript evidence in that module, rather than simply whoever happens to be free.

• Subject code identified precisely, with the module's teaching history considered
• Tutor level strictly higher than your own
• Country and academic system (UK, US, Australian, or Canadian), since expectations differ
• Evidence in the tutor's own transcript in an equivalent module
• Exact discipline match, not an adjacent one
• Teaching judged on how well students understand afterwards and on turning up when they said they would, never on volume of work produced

Need a tutor this week? Book a free 15-minute discovery, support@maasedtech.com or +84 979 422 393 (Zalo / WhatsApp). Learn it yourself, with a MAAS expert alongside you.

Not ready to book a call? That is a normal place to be. Send the brief on Zalo or Messenger and ask for a figure, no call, no form, no commitment. If the answer is that MAAS is not right for your case, you will be told that too.

Frequently asked questions

MAAS Tutoring books a live session of 60 minutes or 90 minutes, or a discounted package, with a subject-matter expert who teaches you how to approach your coursework rather than doing it for you.

How is tutoring booked?
One-on-one subject tutoring in sessions of 60 minutes or 90 minutes, or as a package, with an expert matched to your course and learning outcomes.

How is tutoring different from mentoring?
Tutoring teaches course material session by session and suits undergraduates. Mentoring is a longer advisory relationship for thesis and dissertation work.

Will you do my homework during the session?
No. Tutoring helps you learn the material so you can do the work yourself against the marking rubric. Learn it, don't outsource it.

Which subjects are available?
Course-matched experts across business, finance, STEM, and 20+ other disciplines.

Are session recordings kept private?
Yes. Recordings and notes are retained in your own workspace only, and your materials and questions stay confidential.

How much does a tutoring session cost?
Single sessions and multi-session packages are custom-quoted by subject and duration, so ask for a quote during the free 15-minute discovery call.

References

Bloom, B. S. (1984). The 2 sigma problem: The search for methods of group instruction as effective as one-to-one tutoring. Educational Researcher, 13(6), 4–16. https://doi.org/10.3102/0013189X013006004

Cohen, P. A., Kulik, J. A., & Kulik, C. C. (1982). Educational outcomes of tutoring: A meta-analysis of findings. American Educational Research Journal, 19(2), 237–248. https://doi.org/10.3102/00028312019002237

Topping, K. J. (1996). The effectiveness of peer tutoring in further and higher education: A typology and review of the literature. Higher Education, 32(3), 321–345. https://doi.org/10.1007/BF00138870

VanLehn, K. (2011). The relative effectiveness of human tutoring, intelligent tutoring systems, and other tutoring systems. Educational Psychologist, 46(4), 197–221. https://doi.org/10.1080/00461520.2011.611369