Abstract
Participation in private tutoring has been a global educational phenomenon and is especially prevalent in China. The present study conducted a student-report questionnaire and collected school reports of mathematical achievement to track a year of the longitudinal variation of private tutoring and obtained an analysis of the impact of metacognition on private tutoring participation and its moderating effects between environment-related and initial indicators and mathematical private tutoring participation. The empirical results of this study showed that metacognitive level for learning process monitoring, family economic condition, and mathematics achievement could impact the decision to participate in private tutoring. The results also showed that family economic condition could moderate the effect of metacognitive level for learning process monitoring on the decision to participate in private tutoring. Practical implications for educational competent department and the schoolteachers were discussed.
Highlights
Taking private tutoring (PT) after class to complement in-school learning, known as shadow education, is a global education phenomenon (Davies, 2004; Mori and Baker, 2010; Guill and Bos, 2014; Byun et al, 2018)
It explored the role of metacognition and its interaction with other effective indicators, which was scarce in previous literature and constituted a structure of determinants of PT participation
The present results indicated that PT participation tended to be seen by the decision-maker to be important for all kinds of students, and the only barrier was a financial one
Summary
Taking PT after class to complement in-school learning, known as shadow education, is a global education phenomenon (Davies, 2004; Mori and Baker, 2010; Guill and Bos, 2014; Byun et al, 2018). It has long been practiced as individual tutoring on an informal basis and has become a multi-billion-dollar global service-industry (Byun and Baker, 2015; Byun et al, 2018). The determinants of PT participation have been among the fundamental issues (Byun et al, 2018), if the families use the PT properly, which could help to “earn their payment back.”
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