The effectiveness of private tutoring: students’ perceptions in comparison with mainstream schooling in Hong Kong
By Shengli Zhan, M. Bray, Dan Wang, Chad R. Lykins, Ora W. Y. Kwo. 2013
131 citations recorded by the source corpus.
This paper examines Hong Kong students’ perceptions on the effectiveness of private supplementary tutoring relative to mainstream schooling. Drawing on survey and interview data, it shows that large proportions of secondary school students receive private tutoring. Students generally perceive private tutoring and private tutors to be more effective in the provision of examination support compared with mainstream schooling and teachers. However, perceptions vary according to students’ self-reported academic levels and motives for taking private tutoring. The operations of the parallel sector of private tutoring have significant implications for the nature of schooling and therefore need to be considered by teachers and school administrators. The Hong Kong data contribute to the international analysis of private tutoring and add a significant component to the wider conceptual literature.
Subfields: Demography
View Paper: https://www.semanticscholar.org/paper/3e42f7e33aef6bca392925fde4cce6585cf1869f
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Citations in the corpus
- Learning English in the Shadows: Understanding Chinese Learners' Experiences of Private Tutoring (2015, background): “This finding is consistent with other studies on shadow education in Hong Kong (e.g. Kwok, 2004; Zhan et al., 2013).”