Tutoring Research Articles

An exploratory study of how novice instructors pivot to online assessments strategies

ABSTRACT Increasingly, graduate student instructors (GSIs) teach online without prior formal training on how to design online assessments of learning and participation. We present findings from a collective case study of seven GSIs at a university in the United States of America to describe how these novice online instructors learned to enact assessment strategies in an online classroom. Findings reveal that the GSIs were influenced by professional learning networks such as peer communities of practice, the academic Twitter community, student feedback, and faculty gatekeeping of institutional resources and policies. With limited institutional and departmental support, the GSIs struggled to transform their face-to-face assessments to leverage technology but leaned on their professional judgment to prioritize traditional discussion and participation structures. Findings inform our understanding of how universities might prioritize professional learning networks on online teaching at differing institutional levels to increase GSIs’ access to online teaching information and knowledgeable role models.

Assessment of the Role of a Private Tutor in Individual Educational Approach of a University Applicant

Assessment of the Role of a Private Tutor in Individual Educational Approach of a University Applicant

Educator perspectives on concussion management in the college classroom: a grounded theory introduction to collegiate return-to-learn

ObjectivesTo gather the perspectives of collegiate instructors regarding how concussion is managed within the college classroom. To introduce the themes surrounding collegiate return-to-learn (RTL) and the classroom management of students...

중학생의 사교육 참여가 학업스트레스에 미치는 영향의 종단분석: 지연효과, 횡단효과, 상호작용효과를 중심으로

지금까지 사교육에 대한 실증 연구는 다양한 학교급, 교과목에 대해 이루어졌으나 주로 사교육의 제 1목적인 학업성취에 초점을 두고 수행되었다. 본 연구는 중학생의 사교육 참여가 정의적 측면 중 하나인 학업스트레스에 미치는 종단적 영향을 지연효과, 횡단효과, 상호작용효과를 중심으로 분석하는데 목적이 있다. 이를 위해 경기교육종단연구(GEPS) 4-6차 중학생 자료를 활용하여 중2 및 중3 시기 사교육 참여가 고입 직전의 중3 학업스트레스에 미치는 영향을 분석하였다. 연구모형으로는 인과추론의 관점에서 종단적 선택편의를 조정하는 역확률가중방법(inverse probability weighting)을 적용하였고 이를 학업스트레스의 측정오차를 고려할 수 있는 구조방정식 모형에 결합하여 분석을 실시하였다. 주요 연구 결과는 다음과 같다. 첫째, 중2 시점에서 사교육 참여는 중3 학업스트레스를 높이는 지연효과를 나타냈다. 둘째, 중3 학업스트레스에 대한 중3 시점의 사교육 참여는 지연효과에 비해 상대적으로 큰 양의 횡단효과를 보였다. 셋째, 중2와 중3 시점의 사교육 참여는 통계적으로 유의한 음의 상호작용효과를 보였다. 즉, 보다 늦은 시점에 사교육에 참여하는 경우 학업스트레스의 증가폭이 더 크게 나타났다. 이러한 연구결과는 고입을 앞두고 교과과정의 난이도가 점차 심화되면서 중학교 2, 3학년 시기의 사교육 참여가 학생들의 학업스트레스를 증가시키며, 늦은 시점에서의 사교육 참여가 더 스트레스를 크게 유발할 수 있음을 시사하는 실증적 근거가 될 수 있다. 이와 같은 연구결과를 종합하여 사교육에 대한 정책적 논의 및 후속연구에 대한 제언을 제시하였다.

Incorporating Advising Strategies into One-to-One Tutoring: Effects on the Awareness Towards Vocabulary Learning

Language advising helps a language learner discover different ways of learning and enables him/her to make decisions for better learning. This paper reports on an inquiry conducted with one English language learner who had difficulty with vocabulary acquisition which led to a perceived lack of progress in learning. The main purpose of the research was to observe and interpret the experience of the learner in terms of how different teaching and learning strategies appeared to affect her vocabulary learning. Qualitative research instruments including a semi-structured interview and a diary were used for this study. The results showed an increase in the learner’s control over her vocabulary learning process which was likely facilitated by the incorporation of language advising strategies into individual private tutoring.

Deep Impact: Dark Shadows of Shadow Education in the School Curriculum and Instruction

본 연구는 우리나라의 그림자교육이 공교육의 영토를 조금씩, 하지만 깊숙이 침범하고 있는 문화 현상에 관해 논의하고자 한다. 이를 위해 교육적 현상을 가장 잘 드러내는 용어로 교육과정의 재개념화를 촉진한 ‘빈사(moribund)’ 개념을 선택하고, 이를 바탕으로 우리나라 학생들의 학습 문화를 분석하였다. 우리나라 학생들은 분명 우수한 학습자이며 전 세계의 이목을 집중시킬 정도로 높은 성취를 보여주고 있지만, 실제 그들은 학교와 교실이 아니라 그림자교육에서 더 많은 시간을 보내고 있다. 이에 초, 중, 고등학교 6개 학교에서 40명의 연구 참여자를 목적 표집하였고, 우리나라 학생들이 얼마나 학교 바깥에서 공부하고 있으며 그것이 학교의 교육과정과 교사의 수업에 실제 어떠한 영향을 끼치는지를 질적연구방법을 활용하여 탐구하였다. 연구결과는 다음과 같았다. 첫째, 학습에서 교과서가 차지하는 중요성이 점점 줄어들고 있었다. 학생들은 교과서를 대체하는 문제집과 학습 자료들을 충분히 활용하여 학습을 진행하고 있었다. 둘째, 교실 수업이 점점 학생들의 선택을 받지 못하고 있었다. 많은 학급당 인원수, 선행학습의 여부, 학교 교사의 지위 저하 등의 요인에 따라 학교에서의 수업은 경쟁력을 잃고 있었다. 셋째, 교사의 교육적 책임감이 낮아지고 있었다. 교사는 학생들을 끝까지 가르치기보다는 그림자교육에 학습의 책임을 넘기고 다른 역할을 찾기 시작했다. 본 연구를 통해 우리나라 교육과정 연구에서 그림자교육이라는 새로운 연구 영역을 발견할 수 있었다. 우리나라의 학습 문화에 관한 사례를 통해 동북아시아, 그리고 전 세계적으로 학술적 관심이 높아지고 있는 그림자교육에 관한 이해를 높여줄 수 있을 것이다.

Impact of Private Tuition on the Mathematics Achievements of Secondary School Students

Private or additional tutoring has a greater impact on learning. It is more frequent among the secondary school students of Science and Mathematics. The purpose of this study was to explore the impact of additional tutoring on the academic achievements of Grad 9 students in Mathematics. In this study, there was one independent variable i. e. additional tuition, and one dependent variable academic achievement. A self-developed questionnaire was administered to conveniently sampled students of three public and one private school from district Sargodha. In total 118 students responded. The research hypothesis was ‘there is no significant relationship between additional tuition and academic achievement’. Collected data were analyzed at α=0.05 (the level of significance) to test the hypothesis. Although nonparametric statistic (Spearman rho and Kruskal-Wallis) was suitable to the type of data we had; nevertheless, we calculated parametric statistic (Pearson r and ANOVA) as well, using SPSS to have a comparative look at the two different types of statistic. Based on our analyses we reject the null hypotheses i. e. there is no significant relationship between additional tuition and academic achievement. We, henceforth, conclude that the additional tuition has a greater impact on the achievement of 9th graders in Mathematics. Thus, we recommend increasing the sample size. A similar investigation in other institutes of higher education could also be an extension to our study. The study may be carried out by adding more variables to academic achievement.

Assessing the Results of Higher Secondary Level and Its Equivalence Examinations: An Empirical Study

This study aims to look at an assessment of the results of higher secondary level and its equivalence examinations of 2018 to unveil a 21st-century education system of Bangladesh. It aims to focus on the comparative discussion of the pass rate of different education boards. It would like to find out noticeable reasons for unsatisfactory results of HSC level learners under the ten education boards. The creative system, ICT, English, Science and Mathematics, financial constraints, lack of private tutor and teacher, strict evaluation of scripts, question paper leak, nepotism, and copying in the examination hall are responsible for unsatisfactory results. On the other hand, this paper would like to foster some important aspects for satisfactory results, including to ban question paper leak, to ban copying in the examination hall, and to ban coaching center, to train teachers, to recruit subject-wise expert teachers, to take the frequent test, to create corruption-free education, to motivate learners for creative writing, to establish English language club, to modify syllabus design and lesson plan, to provide funding opportunities and computer training program. For data collection and questionnaire survey, the researcher goes to three colleges in the Gazipur district of Bangladesh. Thirty participants, including students, teachers, and guardians are requested to take part in the test so that the real picture of the results of higher secondary level and its equivalence examinations can be exposed. Thus, it would like to show a novel dimension of Bangladesh education system.

A VIEW ON THE GREEK SHADOW EDUCATION AT THE ERA OF THE ECONOMIC CRISIS. HOW DO PRIVATE TUTORS’ WORKING CONDITIONS ARE FORMED?

Shadow education is regarded by the majority of Greek students as a means to improve their school performance and maximize their chances of admission to higher education institutions. The financial crisis that struck Greece in 2009, has left its marks on all sectors of its economy; employers and employees in shadow education institutions have also been affected to a significant extend. The purpose of this study is to investigate private tutors’ working conditions as they have evolved in the period of the financial crisis. It is also examined the engagement of private tutors with financially vulnerable social groups and the degree at which the former alters their financial expectations in order not to exclude the latter from receiving complementary tutoring. 
 
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In search of a school façade: Explaining the centrality of private tutoring among high-performing students in Egypt

This article contributes to the debates about the priorities of education reform in Egypt and approaches to reducing the students’ reliance on private tutoring. It presents the results of five focus group discussions with first year students in the Faculty of Economics and Political Science (FEPS), Cairo University, to understand their experiences with private tutoring during the high stakes final year of high school. The article concludes that private tutoring represents a façade of the pedagogical, social, and emotional support functions that schools should perform. This contributes to our understanding of why private tutoring in Egypt has come to supplant, rather than supplement, formal schooling.

Costs and benefits of private tutoring programs: the South Korean case

PurposeThe purpose of the study is twofold: to offer a theoretical model that illuminates families' motivation to invest in private tutoring and to consider the implications of such investments in the context of South Korea. Given that parents invest in private tutoring for their child if the perceived expected benefits, at the time of enrollment, are greater than the direct and indirect costs of such tutoring, the study explores how private tutoring may affect educational inequities and possibly lead to inferior social outcomes.Design/methodology/approachA theoretical model based on the human capital approach was developed. Three questions based on stylized facts were addressed: (1) Why would a household send a child to private tutoring? (2) Why do different households invest in different amounts of private tutoring? (3) Why may a household over-invest in private tutoring?FindingsThe findings of this study indicate that the demand for private tutoring services decreases with the costs of private tutoring, while increasing as levels of academic readiness and aptitude, levels of household education, levels of current wealth and expected returns to private tutoring increase. These findings imply that private tutoring may exacerbate social inequities and cause an inferior social outcome, but that a government can influence the demand for tutoring through taxation.Research limitations/implicationsThis study did not address the non-pecuniary benefits that may be derived from private tutoring. The most important limitation and potential source of weakness of the study is that the model is theoretical. These results therefore need to be interpreted with caution.Practical implicationsThe study indicates the need for private households, as well as government officials, to carefully consider the costs and benefits of private tutoring in South Korea. Although the study focuses on South Korea, the findings may apply to other countries in which private tutoring offerings are prominent.Social implicationsThe educational choices that families make for their children have important financial and social implications in all countries, but especially in South Korea. The important implication is that private tutoring will tend to aggravate educational and social inequality.Originality/valueThe existing body of research on private tutoring investment in South Korea suggests that the phenomenon is ubiquitous, growing and spreading to other countries. Furthermore, the motivation behind households' decisions to invest in private tutoring for their children is not always addressed in the published literature. Also, far too little attention has been paid to the economic impact private tutoring has on households and children, as well as society in general.

Automatic Detection of a Student's Affective States for Intelligent Teaching Systems.

AutoTutor is an automated computer tutor that simulates human tutors and holds conversations with students in natural language. Using data collected from AutoTutor, the following determinations were sought: Can we automatically classify affect states from intelligent teaching systems to aid in the detection of a learner’s emotional state? Using frequency patterns of AutoTutor feedback and assigned user emotion in a series of pairs, can the next pair of feedback/emotion series be predicted? Through a priori data mining approaches, we found dominant frequent item sets that predict the next set of responses. Thirty-four participants provided 200 turns between the student and the AutoTutor. Two series of attributes and emotions were concatenated into one row to create a record of previous and next set of emotions. Feature extraction techniques, such as multilayer-perceptron and naive Bayes, were performed on the dataset to perform classification for affective state labeling. The emotions ‘Flow’ and ‘Frustration’ had the highest classification of all the other emotions when measured against other emotions and their respective attributes. The most common frequent item sets were ‘Flow’ and ‘Confusion’.

Capacity or money? Why students choose to drop out of junior high school in rural northeast China

ABSTRACT This study analyses student and parental perspectives on the decision to drop out from a rural junior high school in northeast China. Data were collected in 2017 via participant observation, focus groups with students who were considered at “high risk of dropping out”, and semi-structured interviews with parents. The official Chinese dropout rate during the nine years of compulsory education is 6.2%; however, in this case, the cumulative dropout rate was as high as 43.1%. Beyond analysing the poor education environment, low academic performance, and pressures from private tutoring, migrant families’ situations were also examined for a deeper understanding of the motivations of dropouts and their parents. Official discourse in China blames high dropout rates on students’ “study-weariness”; however, this study suggests that, given the intense competitiveness of the country’s education system and the disadvantages of rural residents, dropping out may seem a rational choice for many rural families.

Understanding Conditions for Teaching Innovation in Postsecondary Education: Development and Validation of the Survey of Climate for Instructional Improvement (SCII)

Adoption of evidence based instructional practices is not widespread in American institutions of higher education. This is due in part to reforms focusing on individual teaching practices rather than conditions for system reform. Since measurement of organizational conditions is critical for widespread change, we developed and validated the Survey of Climate for Instructional Improvement (SCII). SCII has 30 Likert-scale statements, 5 supplementary questions, and 9 demographic items. It is designed to measure five aspects of organizational climate in postsecondary settings: leadership, collegiality, resources, respect for teaching, and organizational support. The goal of this paper is to describe (a) our development process, (b) steps in validation, and (c) patterns in the data from 917 instructors at six institutions of higher education in the United States. Our results indicate that the instrument is reliable and has the potential to differentiate among institutions, disciplines, departments, and other demographic variables. Although the survey is interdisciplinary, we highlight notable organizational climate differences between STEM and non-STEM disciplines. We also identify organizational climate differences for cis-gender women and graduate student instructors, highlighting unique professional support needs for these groups. We expect our findings and the instrument to be useful for campus change leaders, faculty developers, higher education researchers, and discipline-based education researchers.

Inequalities in Private Tutoring of English: A Phenomenological Qualitative Study Based on Bangladeshi Higher Secondary Students

This phenomenological qualitative study analyzes the lived experiences of eleven Bangladeshi higher secondary students in mainstream schools to provide insight into their thoughts, feelings, beliefs, values, and assumptions of private tutoring in English (PT-E). The study also focused on PT-E that contribute to inequalities between students who have access to private tutoring and those who do not. Each participant participated in a one-to-one in-depth semi-structured interview. Using phenomenological analysis, 321 significant statements and three themes emerged. The data show that unequal practice, discrimination due to financial capability, and social psyche for PT-E that influences students to widen the negative impacts of PT-E between students, particularly those who do not have an access in private tutoring of English (PT-E).

American Snobs: Transatlantic Novelists, Liberal Culture and the Genteel Tradition

American Snobs: Transatlantic Novelists, Liberal Culture and the Genteel Tradition

Learning Methods of “Kitab Kuning” in Dayah Manyang Gampong Meulum Samalanga District

One of the oldest dayahs in the Masjid Raya area of Samalanga District is Dayah Manyang Gampong Meulum and in recent years the wheels of education have been renewed by adding formal education in the form of lectures from IAI Al-Aziziyah Samalanga, but the salafiyah education system is still running. Seeing the current phenomenon in the dayah, the author tries to further examine the yellow book learning method in a scientific paper entitled Learning Management of the Kitab Kuning in Dayah Aceh ”(Case Study of Dayah Manyang Gampong Meulum Samalanga). There are three problem formulations in this scientific paper, the first is how the management method of the yellow book learning planning at Dayah Manyang Gampong Meulum Samalanga, the two management methods of learning the yellow book and finally what are the obstacles in learning the yellow book in the Dayah. The approach used in this research is qualitative using descriptive analysis method. The results showed that Dayah Manyang in the yellow book learning method adopted the bandongan (syarah) method where the teacher explained the book and its contents to their students and the students only listened carefully, wrote the translation and understood it. Another method is sorogan, which is the opposite of bandongan, this method is that the students are more active in learning and come to the teacher to read the book in front of the teacher. The last method is the rote method which focuses on memorizing verses and other types of memorization by students. Furthermore, the obstacles faced in yellow kitav learning revolve around the lack of discipline of the students so that time is not paid attention and causes drowsiness while studying. The lack of private tutors or guree peulang is also an obstacle in addition to very low management science, only armed with natural expertise. Lack of interest in learning is also an obstacle. Hopefully there will be a change towards the better for the advancement of the Dayah Manyang Gampong Meulum Samalanga education.

Facilitating Student–Instructor and Student–Student Interaction During Remote Learning Using a 3D Printed Mirror Mount

Schools and universities had to quickly adapt to a distance-learning model when the COVID-19 virus became a worldwide pandemic. In response, teachers found alternative ways to deliver course content and also interact with their students one-on-one to help them learn the material. We present here an inexpensive mirror mount for students to use on their laptops which can enable a real-time interaction between learner and instructor. Students can have their work seen by the instructor or TA on a regular notepad, which the instructor/TA can then in turn annotate or use to otherwise provide feedback which the student can see on their own laptop screen.

A cross-national exploration of shadow education use by high and low SES families

ABSTRACT Worldwide, an increasing number of students seek private supplementary tutoring, known as ‘shadow education.’ Various studies report social class differences in the use of shadow education. High-SES families may invest in shadow education as a form of concerted cultivation, seeking to improve their children’s school achievement. In this study, we apply meta-analytic structural equation modeling to explore relationships between parental education, income, and the use of shadow education across nations and educational contexts. We find robust relationships between parental education, income and the use of shadow education. Moreover, we assess a mediating role of shadow education in the relationship between SES and achievement. Shadow education appears to fulfill a competitive function for privileged families who seek to secure advantage in educational competition. We conclude that educational research, particularly research concerned with inequality of opportunities, needs to take account of the progressively prominent position of shadow education in the educational landscape.

Is private supplementary tutoring effective? A longitudinally detailed analysis of private tutoring quality in China

In general, private supplementary tutoring is considered an effective means of improving academic achievement by parents. However, previous studies have produced partial or inconclusive results regarding its effectiveness. Thus, the present study conducted a comprehensive analysis based on a specially designed longitudinal survey of private supplementary mathematics tutoring among middle school students in China. The hierarchical linear analysis did not show a considerably significant positive effect of regular private tutoring, even when such tutoring continued throughout the summer vacation and school semester. The data also allowed a deeper inquiry into the role of the quality, quantity, and applicability of private tutoring. In addition, the heterogeneous effect of private supplementary tutoring across students with different mathematics achievement levels was explored, with possible explanations including the different learning styles of students from different groups, the ceiling effect of the testing tool, and the different learning needs of different groups of students. These results suggest that parents should carefully select private tutoring for their children, and that the government should provide more comprehensive professional guidelines to regulate the industry.