A two‐level study of predictors of private tutoring attendance at the beginning of secondary schooling in Germany: The role of individual learning support in the classroom

Guill, Karin; Lüdtke, Oliver; Schwanenberg, Jasmin

doi:10.1002/berj.3586

Cited by 16 publications

(4 citation statements)

References 40 publications

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“…Research has shown that private tutoring has become a commercial market and family cost (Yung & Chiu, 2020;, gaining global prevalence from East Asia to all parts of the world (Bray, 2013;Byun et al, 2018;Guill et al, 2020). These reasons agree with what was said by Zhang and Bray.…”

Section: Introductionsupporting

confidence: 79%

Exploring students’ perceptions of private mathematics tutoring in three countries

Shahrill,

Nurhasanah,

Ibrahim

et al. 2023

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This descriptive quantitative study explored secondary school students’ reasons for receiving or not receiving private mathematics tutoring. It also explored the prevalent teaching methods private mathematics tutors use. A questionnaire was adapted to collect data from 1,309 Year 7 to Year 12 students (ages 11 to 17 years) in three countries: Brunei, Indonesia, and Iraq. The results highlight that students may receive private mathematics tutoring to pass national examinations and improve examination scores. Teachers also adapt to teaching approaches that enable students to achieve these teaching and learning goals. This study provides an initial understanding of the common reasons and teaching methods used in private mathetics tutoring across different contexts that prioritise high-stakes examination culture. The results provide implications for how private mathematics tutoring can be used to support effective teaching and learning compared to the high-stakes reasons it seems it promotes. The results also accentuate the need for families and other stakeholders to reconsider private mathematics tutoring as an opportunity to remediate the challenges students encounter in their normal classroom instruction to improve student learning.

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Section: Introductionsupporting

confidence: 79%

Exploring students’ perceptions of private mathematics tutoring in three countries

Shahrill,

Nurhasanah,

Ibrahim

et al. 2023

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“…The style of teaching also matters. Guill, Lüdtke, and Schwanenberg (2020) showed, for Germany, that a more individualised support for students in the classroom reduces the probability of participation in private tutoring in English.…”

Section: Literature Reviewmentioning

confidence: 99%

Demand for Additional Foreign Language Activities in Poland

Kłobuszewska

2022

Central European Economic Journal

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This paper addresses the issue of participation in additional activities in foreign languages among Polish students aged 7–15. Foreign language skills are important in recruitment to secondary school and university. In the labour market, there is also a considerable wage premium for foreign language skills. Participation in such activities is therefore a form of investment in human capital. In this work we distinguish two kinds of additional foreign language activities: paid and free, and we show their different characteristics, which is our contribution to the literature. We check whether the key factors on the demand and supply side of additional activities such as family socio-economic status (SES) and size of the place of residence affect the participation in paid and free activities in a similar way. We also examine gender differences in additional foreign language activities participation. For the purpose of our analysis, we use data from the second round of the Determinants of Educational Decisions study (UDE) and apply the multinomial logit regression model. Our results indicate that family SES and size of the place of residence are important factors for probability of participation in paid foreign language activities. For participation in free activities, family SES does not matter. Therefore, these classes can contribute to equalising educational opportunities. We also find that girls are more likely to participate in both paid and free activities in foreign languages.

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“…Rather than providing an exhaustive list of factors that may or may not influence students' goals and experienced benefits (cf. Guill, Lüdtke, & Schwanenberg, 2019;Yung & Chiu, 2020), in this section, we examine what students' goals and experienced benefits can be, and how such goals and benefits are indicative of interrelationships between institutions (Figure 1).…”

Section: Conceptual Frameworkmentioning

confidence: 99%

A Place Between School and Home: Exploring the Place of Shadow Education in Students’ Academic Lives in the Netherlands

Jansen¹,

Elffers²,

Volman³

2020

Orbis Scholae

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Worldwide, the use of private supplementary tutoring, commonly referred to as shadow education, has become increasingly prevalent since the turn of the millennium. Recently, participation rates in the Netherlands have substantially increased. This paper aims to explore the place of shadow education in students' academic lives by studying the goals and experienced benefits that students identify. Data were collected through 37 semi-structured interviews with tutored students in secondary education in the Netherlands. Our findings indicate that students conceived of shadow education as a skill-building institution to which they turned to for self-study, to receive career support, and to boost their performance. Students' reflections reveal that shadow education builds upon and extends, but does not replace, learning activities at home and school. Based on our findings, we discuss how shadow education can function as a "third place" between school and home, occupying an increasingly prominent position in students' academic lives.

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A two‐level study of predictors of private tutoring attendance at the beginning of secondary schooling in Germany: The role of individual learning support in the classroom

Cited by 16 publications

References 40 publications

Exploring students’ perceptions of private mathematics tutoring in three countries

Exploring students’ perceptions of private mathematics tutoring in three countries

Demand for Additional Foreign Language Activities in Poland

A Place Between School and Home: Exploring the Place of Shadow Education in Students’ Academic Lives in the Netherlands

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