Comparing the effectiveness of cram school tutors and schoolteachers: A critical analysis of students' perceptions

Comparing the effectiveness of cram school tutors and schoolteachers: A critical analysis of students' perceptions

• Yung, Wai Ho Kevin The Education University of Hong Kong

International Journal of Educational Development, 72, 2020

Elsevier Ltd

2020

• N Students & Student Services
  • NI Tutorial Classes / Schools

Shadow Education English Private Tutoring Students' Perceptions Teacher Effectiveness Cram Schools

• Hong Kong

• 1997.7 onwards

• Secondary Education

This study compares the teaching effectiveness of cram school tutors and schoolteachers of English based on the perceptions of senior secondary students in Hong Kong. It adopts a sequential mixed-methods approach. The result from the online survey (N = 477) indicates that tutors are perceived to be more effective than schoolteachers in all identified aspects of effective teaching. However, the qualitative data from focus group interviews (n = 64) reveals a more complex picture. By problematising students' perceptions with reference to the wider social, cultural and educational context, three themes were generated: (1) students' utilitarian learning orientations in an examination-oriented system, (2) the commodification of education in a consumer culture, and (3) students' immediate psychological needs in the process of learning. This study sheds light on the complex relationship between private tutoring and mainstream schooling and offers implications for policymaking and teaching in the private and mainstream sectors. Copyright © 2019 Elsevier Ltd. All rights reserved.

• English

Journal Articles

• 07380593

• 10.1016/j.ijedudev.2019.102141

https://bibliography.lib.eduhk.hk/bibs/7c214115

2020-04-27