Abstract
ABSTRACT This mixed-methods study explored the experiences and perceptions of primary school students and their parents towards fee-charging private tutoring (PT) in Astana, Kazakhstan. The data were collected from 503 Grade 6 students (aged 11–12) using a close-ended questionnaire followed by semi-structured interviews with 21 parents. The questionnaire data from five mainstream schools found that 357 out of 503 (71%) students received PT, and highly educated parents invested in PT more than other parents. A total of 29% of students revealed that their parents spent 31,000–40,000 tenge (US$ 67–87) on PT per month, and 9 parents acknowledged that PT was financially burdensome for them. Both students and parents affirmed that preparing for the exams and securing a place in a highly selective school represented the main motives for having PT. Some parents mentioned the soft, intangible gains of PT such as responding appropriately to students’ social and emotional needs. Moreover, 48% of students were unaware of the identity of their tutors, and some parents criticised the spread of less qualified, costly tutors due to the unregulated PT market in Kazakhstan. However, none of the parents supported the idea of banning PT. This study suggests pedagogical implications and areas for ongoing research.
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