Tutorial is one of the student support services often provided by open and distance teaching institutions. These are regularly scheduled meetings between a tutor and his/here students which may include individual consultation sessions, either face-to-face or through telephone; a more formal ‘lecture format’; optimal participation in small groups in student centers; self-initiated and organized discussions with fellow students or even voluntary or obligatory participation in seminars.

As active participants in the learning process, students affect the manner in which they deal with the materials to be learned. Students must take an active role in the distance delivered course by independently taking responsibility for their learning. In open and distance learning, there is great emphasis on the ability to learn and to continue independently and autonomously, to communicate to others deliberately and on a differentiated basis, to collaborate with others in group, to show social sensitiveness, to accept social responsibility, to be ready and willing to be flexible and to have experience of flexibility (Peters, 2002).

Likewise, effective open and distance learning requires both knowledge of learner styles and advanced preparation on the part of the teacher. The teacher, subject facilitator, or tutor has a responsibility to provide students with a variety of opportunities from which they can attain their educational goals. Furthermore, if he chooses open and distance education as a medium, then the responsibility also includes full understanding the challenges the students experience in their studies and developing methods to help them succeed. One of this is the provision of an effective tutorial system. Just like many other open and distance education institutions, the Polytechnic University of the Philippines Open University believes that tutorials should be participatory events, not only straight lectures.

This study was conducted to determine the expectations and preferred approaches on tutorials of the Master in Educational Management students of the PUP Open University during Summer of School Year 2004. The entire population from the three (3) Metro Manila learning centers was considered for this study. Of the one hundred eight-one (181) students enrolled during the period, one hundred and forty-three (143) accomplished and returned the questionnaire. In view of the nature of the research problem, this investigation used the descriptive method, employing the questionnaire and interview as data gathering tools. The survey instrument focused on the personal profile of the respondents, their attendance in tutorials, reasons for attending or not attending tutorials, as well their expectations and preferred approaches in tutorials.