Private supplementary tutoring at higher education in Kuwait: a socioeconomic study

Abstract

PurposeThe extent of Private Supplementary Tutoring (PST) upon higher education has received little attention in the academic literature. This study endeavours to discover the extent of the PST phenomenon and the socioeconomic determinants behind the demand for it amongst students in science-related disciplines at Kuwait University (KU).Design/methodology/approachA quantitative research paradigm was employed. By using a questionnaire survey method, data was collected from 475 participating students from twelve different colleges at KU. The questionnaires were analyzed using SPSS.FindingsThe findings showed that 50.1% of students employing PST in KU to some extent. The study also found that PST is more important in certain subjects than others. The students and/or their families also bear the cost of these extra educational expenses. The findings also indicated that a college student’s gender, the academic year of study, university allowance, alternative income sources, family financial status and monetary support all play a statistically significant role in whether they receive PST.Practical implicationsdeeper analysis of these factors, which underly the demand for PST, may offer a better understanding of its role in higher education, the functionality of higher education as a whole, and the effects of current policy and the political landscape.Originality/valueWhile significant attention has been given to PST in K-12 education over the last few decades, this study is extended significantly into the as-yet uncharted waters of higher education. This study focused on PST in higher education and the socioeconomic determinants behind its demand.