Academic Performance of Students: the Effect of Class Room Level Factors and Private Tutoring

B.W.R Damayanthi

doi:10.12691/education-6-3-13

Abstract

Increased participation in private tutoring intended towards the high academic performance has been perceived enormously worldwide. However, to date literature is indecisive about the effect of private tutoring on students’ academic performance. This study directed to observe the impact of private tutoring on students’ academic performance in Sri Lanka. Data was collected from a stratified systematic random sample of 600 children were in Year 7 – 11 and their parents through a questionnaire survey. It was found that private tutoring has positive effect on students’ academic performance while net impact of private tutoring on student’s academic performance is reduced in magnitude when parental education, economic status and especially the effect self leaning hours is concerned. Hence, the study concludes that rather than focusing on private tutoring, efforts to improve self learning strategies that enhance socio-cultural connectedness and human focus can lead to achieve wider goals of education.

Highlights

In recent decades, Private Tutoring (PT) has become critical phenomenon throughout the world
Individual level variables related to PT are considered as follows; PT participation, the private tuition expenditure incurred by the household [17], number of private tuition classes per week, average private tutoring hours a student take per week
Except the student demography details such as gender, age, socio-economic status of family which comprise of household expenditure, father’s and mother’s education level and the employment status [1,17,20] were taken as the main controlling factors

Summary

Introduction

Private Tutoring (PT) has become critical phenomenon throughout the world. Scholars have identified several reasons for the growing existence of PT worldwide. The deficiencies in formal education systems in developing countries such as low public education expenditure, limited access to the university education and competitive examinations to get access for further education have been identified predominant causes for the growth of PT [1,2]. As in early decades PT is not limited only to lower performing students and for well competent students in order to improve their existing knowledge. PT creates social inequality by placing more economic burden on middle and low income families. It exerts an excessive pressure on children limiting their leisure activities and formal school activities. Benefits of PT include, constructive out-of-school activities for students, and in future they might be able to move to higher economic status with the high academic achievements

Objectives

Methods

Results

Discussion

Conclusion