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Abstract
This article explores the process, reasons, and determinants of private tutoring as perceived by the high school students in Şanlıurfa, Turkey. This is a survey study and the quantitative data for the study was collected with a questionnaire from 1329 high school students during the spring semester in 2019. According to the findings, almost half of the participants reported having received private tutoring at private teaching institutions in the last year. The most popular subjects for private tutoring were math, science, and Turkish. Exam-focused learning, poor classroom teaching were reported as the most important reasons behind receiving private tutoring. The individuals who referred most of the participants to private tutoring were the parents. Besides, it was determined that as age, grade, father and mother’s education level, level of income, and parents’ belief in the need for education increases, the likelihood of receiving private tutoring increases; as satisfaction level with the school decreases, students are more likely to participate in private tutoring. Also, it was found out that female students spent on private tutoring more than male students. It is concluded that the demand for private tutoring in Turkey is high, and this may be due to the university entrance system based on high-stakes testing.
Highlights
Private tutoring is a topic of growing importance and is practiced in both developed and developing countries
Private tutoring is generally referred to as “shadow education” (Bray, 1999; Bray & Kwok, 2003) since it coexists with mainstream education schooling; mimics the regular school system, and changes according to any changes made in the education system (Bray, Zhan, Lykins, Wang, & Kwo, 2014)
The descriptive and inferential findings based on the analysis are given
Summary
Private tutoring is a topic of growing importance and is practiced in both developed and developing countries. Tutoring is a method of giving education to a student or a group of students in a tailored and personalized way by a tutor who could be a paid private teacher, a volunteer, a parent or a computer program, etc. In private tutoring institutions and so on) as remedial instructions that occur outside the school (Mischo & Haag, 2002). Bray and Kwo (2015) state that governments have been slow to evaluate the scale and effects of PT because they might think it is beyond their responsibility and control. They may choose to de-emphasize it because its existence is the sign of something not being right with mass education
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