Does private supplementary tutoring matter? The effect of private supplementary tutoring on mathematics achievement

Does private supplementary tutoring matter in Chinese students’ learning of mathematics: a longitudinal study

“…This review concludes that PT has a vast scale, involving large numbers of students from all grade levels (He et al, 2021 ). These students and their parents spend long hours and considerable money on PT (especially in big cities and at compulsory levels).…”

“…Theories connecting PT to students’ mathematical learning have not advanced adequately (Guill et al, 2019 ; Zhang et al, 2021 ). Carroll’s model of school learning ( 1963 ), which posits learning as a function of the ratio of the time spent on learning to the time required to learn, provides a theoretical foundation for understanding the role of PT in students’ mathematical learning (Guill et al, 2019 ; He et al, 2021 ; Zhang et al, 2021 ). By adding extra learning hours, PT potentially enhances students’ understanding; thus, time must be taken into consideration when examining the factors that impact mathematical learning and achievements.…”

“…In the current study we tested the hypothesis that both formal-school and out-of-school mathematics instruction can impact students’ mathematical learning. The following conceptual framework (He et al, 2021 ) served as a guide for the purpose.…”

“…Typically, in the measurements of PT, whether or not students received PT is used as a dummy variable (Zhang, 2013 ) for comparing the achievements of tutored and non-tutored students (e.g., Baker et al., 2001 ; Bray, 2014 ; Byun, 2014 ; Guill et al., 2019 ; He et al, 2021 ; Kuan, 2011 ; Ömeroğulları et al., 2020 ; Zhang, 2013 ; Zhang et al, 2021 ). More recent studies have explored the effect of this dummy variable on mathematical achievement in China, based on different kinds of databases (e.g., Fang et al, 2018 ; Guo et al, 2020 ; Sun et al, 2020 ; Zeng & Zhou, 2012 ; Zhang, 2011 , 2013 ; Zhang et al, 2021 ; Zhao & Xue, 2021 ; Zheng et al, 2020 ).…”

The mathematics teacher in shadow education: a new area of focus in teacher education

“…Private supplementary tutoring is known as shadow education and has become an international phenomenon in recent decades (Bray, 2009;Cole, 2016;He et al, 2021;Liu, 2012). Traditionally, it was more popular in East Asian regions such as China, Korea, Japan, and Singapore, mainly because of exam culture caused by tense competition in high-stakes examinations (Wang & Guo, 2017).…”