Article thumbnail

Private tutoring at transition points in the English education system: its nature, extent and purpose

By Judith Ireson and Katie Rushforth

Abstract

International surveys indicate that the prevalence of private tutoring in England is relatively low but as few national surveys have been undertaken, there is little detailed evidence available. The aim of this research is to provide a systematic description of the nature and extent of private tutoring at three points of transition in the English education system and to explore students’ views of the reasons for its use. Over 3000 students completed a questionnaire survey providing information on the extent of private tutoring in school curriculum subjects,reasons for the employment of tutors and demographic information. Over 1100 parents supplied information on their motivation for employing tutors. At the time of the survey, 7.6% of year 6 pupils were in receipt of tutoring in mathematics, 8.1% English and 3.2% science. Comparable figures for year 11 pupils were 7.9% mathematics, 2.6% English and 2.8% science. Overall, 27% of students reported that they had received tutoring at some stage during their school career and there were clear associations with family socio-economic status and cultural background. Parents employed tutors to increase their child’s confidence, improve their understanding of the subject and to help them do well in tests and examinations. Most primary age children indicated that tutors were not needed as their teachers and families provided sufficient educational support. Some families appear to be making strategic use of tutors to help their children make successful transitions in the education system

Year: 2009
OAI identifier: oai:eprints.ioe.ac.uk.oai2:734

To submit an update or takedown request for this paper, please submit an Update/Correction/Removal Request.

Suggested articles

Citations

  1. (1996). Accepting personal responsibility for learning, in
  2. (1998). Achievement:the importance of industriousness.
  3. (1999). Causal ordering of academic self-concept and achievement: Reanalysis of a pioneering study and revised recommendations.
  4. (2003). Demand for private supplementary tutoring: conceptual considerations and socio-economic patterns in Hong Kong.
  5. (1998). Education For All? The MONEE project Regional Monitoring Report
  6. (2002). Expansion and Effectiveness of Private Tutoring,
  7. (2008). Extra tuition in Southern and Eastern Africa: Coverage, growth, and linkages with pupil achievement.
  8. (2005). Higher Standards, Better Schools For All. UK Government White Paper.
  9. (1999). Is there a universal need for positive self-regard?
  10. (2001). Knowledge and Skills for Life: First Results from the OECD Programme for International Student Assessment
  11. (2002). Learning considered within a cultural context: Confucian and Socratic approaches.
  12. (2005). Mapping and Evaluating Shadow Education. Final Report to the Economic and Social Research Council.
  13. (1996). Mathematics achievement in the middle school years: IEA's Third International Mathematics and Science Study. Boston College: Center for the Study of Testing, Evaluation and Educational Policy.
  14. (2007). Private tuition in India: trends and policy implications. Paper presented at IIEP Policy Forum ‘Confronting the Shadow Education System: What Government Policies for What Private Tutoring?’ Paris,
  15. (2004). Private tutoring: how prevalent and effective is it?
  16. (2004). School choice by default? Understanding the demand for private tutoring in Canada,
  17. (1984). The 2 sigma problem: the search for methods of group instruction as effective as one-to-one tutoring.
  18. (1996). The cultural context for Chinese Learners: conceptions of learning in the Confucian tradition, in
  19. (1981). The Education of the Black Child. The Myth of Multiracial Education,
  20. (2001). The effects of practice and coaching on test results for educational selection at eleven years of age.
  21. (2006). The hidden marketplace: Private tuition in former socialist countries in ESP (Eds.) Education in a Hidden Marketplace: Monitoring of Private Tutoring, Budapest: Education Support Program (ESP) of the Open
  22. (2006). The hidden marketplace: private tutoring in former socialist countries in ESP (Eds.) Education in a Hidden Marketplace: Monitoring of Private Tutoring, Budapest: Education Support Program (ESP) of the Open
  23. (2003). The impact of parental involvement, parental support and family education on pupil achievement and adjustment: A review of the literature. Research Report 433, London: Department for Education and Skills.
  24. (2002). The issue of private tuition: an analysis of the practice in Mauritius and selected South-East Asian countries.
  25. (1992). The Learning Gap.
  26. (2008). The more, the better? Intensity of involvement in private tuition and examination performance.
  27. (2009). The Quality and Effectiveness of Private Tuition.
  28. (2007). The shadow education system: Private tutoring and its implications for planners (second edition).
  29. (1976). Tutoring, In
  30. (1997). Why do parents become involved in their children’s education?
  31. (2001). Worldwide shadow education: outside-school learning, institutional quality of schooling and cross-national mathematics achievement.