Demand For Private Supplementary Tutoring Research Articles

Different subjects, different incentives: Private tutoring and perceived instructional quality in Czech lower-secondary schools

Whether education systems can stimulate or attenuate the demand for private supplementary tutoring by acting on the quality of provided school instruction is a complex and relatively unexplored issue. This study aims to reduce this knowledge gap by analysing the relationships between private tutoring attendance and instructional quality perceived at individual and classroom levels. Regression analyses are performed on a representative sample of 1280 pupils in the senior grade of lower secondary Czech schools. In mathematics and national language, students who find the school instruction interesting, who learn a lot, whose teachers can motivate them and explain the subject well, are less likely to use private tutoring in this subject. By increasing the quality of teaching in these subjects, schools and teachers may indirectly reduce the demand for private tutoring. However, perceived quality of school instruction in English language does not affect English tutoring, which is procured by affluent families irrespective of the perceived quality of school instructions.

Economic burden of private tutoring at higher secondary level in Pakistan: An analysis through Hurder and Linear regression model.

Economic burden of private supplementary tutoring is increasing around the world. Demand for private supplementary tutoring, contributing factors, and their effects are investigated in the study. For this purpose, data were collected through questionnaire, and multistage non-probability technique was used. Hurder model was used to find the factors affecting demand for private supplementary tutoring at the higher secondary level. Linear regression model was used to find the economic burden of family and factors affecting the demand for private tutoring. The findings showed that several factors have a significant effect on the demand for private supplementary tutoring, and some of them significantly impact on the economic burden. The study recommends regulating the market of shadow education because of differentiated tuition fee in different tuition centers to cut down the burden of private tutoring for households.

Government policies and unintended consequences: Rising demand for private supplementary tutoring in China

In recent decades, the worldwide demand for supplementary tutoring has increased dramatically. Studies suggest that families’ interest in supplementary tutoring is not only driven by a lack of school resources and the erosion of education quality, but also by governmental attempts to equalize educational opportunities. Using data from a nationally representative household survey from China, this study examined changes in students’ participation in private tutoring after the introduction of a national equalization policy called “Ten Regulations to Reduce Academic Burden for Primary School Students.” The findings showed that first-grade students’ participation in private tutoring doubled after the policy was introduced. The estimation of dynamic effects indicated that the policy’s impact on private tutoring participation had also increased over time. Further tests for heterogeneity between cities and student groups suggested that students in large cities, students with college-educated parents, and students in cities with severe shortages in after-school care tended to be more sensitive to the policy change, demonstrated by greater investments in private tutoring.

Family Socioeconomic Determinants and Students’ Demand for Private Supplementary Tutoring in English in Urban and Rural Bangladesh

The article examines family socioeconomic determinants that stimulate students’ demand for private supplementary tutoring in English in urban and rural areas. It identifies the scale disparities of tutoring demand factors between urban and rural settings. Usually private supplementary tutoring is called shadow education that parallels mainstream school education before or after school hours on extra fee basis. This study found in a 2014–2015 survey that 84.7% urban and 60.7% rural secondary students received private supplementary tutoring in English. The research employed an explanatory sequential mixed method design including quantitative and qualitative data collected from a survey and individual interview. In spite of emergence of tutoring demand, a few students could not be capable to receive private English tutoring. Family socioeconomic standpoints shake forms of students’ claims for learning through tutoring. The study draws on Bourdieu’s theory of capital, which is then linked with family ability for children’s tutoring.

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

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.

A Structural Equation Modeling Analysis of Parental Factors Underlying the Demand for Private Supplementary Tutoring in China

Purpose:Private supplementary tutoring has been increasingly used by parents as part of wider strategies to assist their children’s education careers in China. With a theoretical lens of parentocracy, this article aimed to investigate the influential parental factors underlying the demand for private tutoring, focusing on parents’ socioeconomic resources and attitudes toward education.Design/Approach/Methods:This article drew upon data from the 2014 iteration of the China Family Panel Studies. Structural equation modeling (SEM) analysis was employed to explore the influences of parental factors.Findings:The SEM analysis confirmed that parental income, education, and aspirations on children’s education had both direct and indirect positive effects through the mediating factor of role construction on demand for tutoring. A multiple-group analysis was further conducted, and the difference in the patterns for urban and rural parents was explored. Parental occupation had no impact on demand for tutoring for rural parents but had both direct and indirect effects for urban parents. Both direct and indirect effects of household income on demand for tutoring were greater for urban parents than for rural parents.Originality/Value:This article examined the direct and indirect influences of parental factors on demand for private tutoring and explored the differences in patterns for urban and rural parents in a quantitative way. Findings have implications for education inequality.

Evolving micro-level processes of demand for private supplementary tutoring: patterns and implications at primary and lower secondary levels in China

ABSTRACTRecent decades have brought global expansion of private supplementary tutoring, and China is among countries in which patterns have been especially dramatic. National survey data indicate that 29.8% of primary and lower secondary students had received private supplementary tutoring in 2014, with proportions rising at higher levels of the school system. However, such statistics present only a snapshot of demand and might suggest that decisions to invest in tutoring are one-off in nature. This paper draws on interviews to show changing patterns of demand by individual parents at different times. Factors influencing parental choices include not only cost and availability of time but also children’s academic performance, children’s different stages of schooling and education system reforms. Over time parents may expand or reduce their demand, change balances between academic and non-academic tutoring, and switch between different types and providers of tutoring. This paper thus shows that analyses of demand need to be more nuanced than tends to be the case in analyses of large-scale survey data. The paper is grounded in the Chinese context, but has conceptual implications of wider relevance.

Credentialism and demand for private supplementary tutoring

PurposePrivate supplementary tutoring is expanding fast around the world. Recognising that examination boards are major shapers of curricular load, the purpose of this paper is to identify the roles of examination boards at Grades 8, 9 and 10 in Bengaluru, India. Two boards were chosen, with one having a heavier perceived curricular load than the other.Design/methodology/approachThe study used mixed methods with a questionnaire survey of 687 students in Grades 8, 9 and 10, and 51 face-to-face, semi-structured interviews.FindingsPerhaps surprisingly, the findings did not reveal significant differences in tutoring demand by students. Both groups viewed the board examinations as having high stakes, and accordingly invested in extensive private tutoring. Competition emanating from credentialism was the main driver of the decision to receive tutoring among both cohorts.Originality/valueAlthough previous studies have explored various components of demand for tutoring, to the authors’ knowledge, this is the first to explore the impact of examination boards on demand for tutoring. Since the system of schools being affiliated to examination boards is common not only in India but also in many other countries, the study has broad international relevance.

School factors underlying demand for private supplementary tutoring in English: urban and rural variations in Bangladesh

Private supplementary tutoring has long existed in Bangladesh, as elsewhere in the world, but in recent decades has become much more visible. Much tutoring “shadows” or reproduces formal schooling as fee-based academic teaching outside school hours. This paper focuses on school factors that shape demand for private supplementary tutoring in English at the secondary level, drawing on data gained from both quantitative and qualitative methods. The paper is especially concerned with urban and rural variations, noting that rates of tutoring are greater in urban areas but that many factors converge to create similarities. Private tutoring in English is highly demanded because English is a compulsory course; and in addition to being a subject in its own right, it assists in the learning of other subjects. While private tutoring may support the academic learning of some pupils, it also has problematic dimensions. As such, the spread of tutoring across urban and rural areas is not necessarily to be welcomed.

Determinants of demand for private supplementary tutoring in China: findings from a national survey

ABSTRACTPrivate tutoring has expanded and intensified in China. However, no government statistical data or other empirical studies fully capture its extent and characteristics. This paper analyses private tutoring received by students in Grades 1–12 as indicated by a nationwide representative survey entitled China Family Panel Studies. The paper employs a Hurdle model to examine determinants of demand for tutoring, focusing on factors related to students and their parents. The first step is concerned with the decision to receive tutoring or not; and the second step explores factors influencing expenditures on tutoring among those who decide to receive it.

Shadow Education In Chongqing, China: Factors underlying Demand And Policy Implications

As in many parts of the world, China has seen rapid growth of the shadow education system of private supplementary tutoring. Despite its major social and economic impact on individuals, households, and education systems, the phenomenon remains under-researched. Based on data from a mixed-methods study, this article explores factors at multiple levels that underlie the demand for private supplementary tutoring in Chongqing, the largest of China’s semi-autonomous municipalities. Binary logistic regression was used to assess the most significant factors underlying demand and was supplemented by findings from interviews and case studies. Following the analysis, the article discusses policy implications.

The demand for shadow education in China: mainstream teachers and power relations

As in other parts of the world, private tutoring has expanded significantly in Mainland China during the past decade. This has been driven by factors including dramatic economic growth, high-stakes examinations, and the traditions of a Confucian culture at the macro-level, and school leadership and family incomes, at the micro-level. This paper examines the demand for private supplementary tutoring in Chongqing, China. It is based on a mixed-methods study of tutoring received by Grade 9 students. Based on an overview of the demand for shadow education by the sampled students and the driving factors at multiple levels, this paper investigates the role of teachers' power in shaping the demand. It draws on the data obtained from interviews and case studies, applying the theory of power bases to map the power relations among various stakeholders in both mainstream and shadow education systems. The study reveals that nearly half of Grade 9 students receive private tutoring, with mainstream teachers as the most popular category of tutors. While some dimensions of this extra work for teachers may be laudable, other aspects could be described as forms of corruption. This highlights the need to examine the power of teachers. The paper contributes to research in a wider context by refining understanding of the nature of shadow education from a Chinese perspective. It addresses the gap in empirical research on Chinese teachers' involvement in shadow education through the lens of power relations.

Differentiated demand for private supplementary tutoring: Patterns and implications in Hong Kong secondary education

A growing number of students around the world receive private tutoring in academic subjects. Such tutoring is widely called shadow education because it mimics regular schooling as the school sector grows, so does the shadow; and as the curriculum in the school changes, so does the curriculum in the shadow. Private tutoring has long been a significant phenomenon in East Asia, but has not received adequate research attention.This paper focuses on private tutoring in Hong Kong. It draws on data collected through questionnaires from students in Grades 9 and 12, and analyzes the factors which shape the demand for private tutoring. The paper highlights the influence of school, family and individual factors on students’ demand, and reports on students’ declared reasons for taking private tutoring. It commences with a broad comparative picture, and concludes by showing what the Hong Kong data add to wider conceptual understanding.

Politics of Externalization in Reflexive Times: Reinventing Japanese Education Reform Discourses through “Finnish PISA Success”

With the release of the Programme for International Student Assessment (PISA) 2003 results in late 2004, Finland became the focus of international admiration. Soon after the study’s release, scholars, journalists, and government officials from around the world flocked to the small Nordic nation in search of the “secret” of its educational accomplishment (Asahi News 2002). While Finland enjoyed international acclaim, Japan—the former exemplar of educational excellence—was in the midst of serious soul-searching about its own educational system. The Japanese “academic achievement crisis debate” (gakuryoku teika ronsō) erupted in the late 1990s, generating a national moral panic over declining academic performance (see Takayama 2007). The PISA 2003 results were released at the peak of this controversy, and Japan’s “drop” in ranking in some areas from PISA 2000 to PISA 2003 led many observers to believe that the suspected scholastic crisis had been confirmed (see Takayama 2008c). In the aftermath of the PISA shock, Japanese journalists, scholars, and government officials followed the international trend, traveling to Finland in search of the Finnish secret (Fujita 2005). Meanwhile, various Japanese professional educational associations invited Finnish education scholars and former and incumbent ministers of education to learn from the world’s best education system (Asahi News 2005b; Tanaka 2005b; Kitagawa 2006 In addition, many individuals, organizations, and publishers were quick to capitalize on the “Finnish boom” (Watanabe 2005, 12). Tatsuo Kitagawa, formerly of the Japanese embassy in Helsinki and presently the chairperson of the Finnish Method Promotion Association (Finrando Mesoddo Fukyū Kyōkai) translated a series of literacy textbooks used in Finnish schools, selling more than 100,000 copies (Yomiuri News 2007b). Kitagawa and other experts

Demand for private supplementary tutoring: conceptual considerations, and socio-economic patterns in Hong Kong

Despite the fact that in some parts of the world private supplementary tutoring is a huge industry with far-reaching economic, social and educational implications, the topic has been neglected by educational researchers. This paper focuses on the nature and determinants of demand for private supplementary tutoring. It first draws on literature from a wide range of countries to identify some conceptual considerations, and then presents data on socio-economic patterns of demand for tutoring in Hong Kong. It highlights the complexity of the topic, and calls for further detailed research in multiple settings.