Societal Factors of Private Tutoring in English: Evidence from Bangladeshi Higher Secondary Students

Abstract

This study used the phenomenological qualitative research design to provide insights into the lived experiences of nine Bangladeshi higher secondary students in mainstream schools to determine the current practices of PT-E phenomenon, that had been motivated them to be enrolled in private tutoring sessions besides their formal schoolings. Each participant participated in one-to-one in-depth semi-structured interview. From nine verbatim transcripts 237 significant statements and four themes were emerged. The data represented that academic credentials, peer pressure, role of English in Bangladesh and parental involvement seem to be highly influential factors that influence school students to participate in PT-E.

Teaching in the shadows: Exploring teachers’ intentions and behaviors towards private tutoring in Bangladesh

“…Bangladesh lacked sufficient policy documents, official statistics, and empirical research on shadow education [ 35 ]. Recently, some scholars have attempted to fill this knowledge gap, but they have so far presented only the demand-side determinants [ [36] , [37] , [38] ]. As regular teachers are the primary suppliers of private tutoring, it is essential to comprehend their tutoring practices.…”