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

Kevin Wai-Ho Yung

International Journal of Educational Development, 2020, vol. 72, issue C

Abstract: 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.

Keywords: Shadow education; English private tutoring; Students’ perceptions; Teacher effectiveness; Cram schools; Hong Kong (search for similar items in EconPapers)
Date: 2020
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Citations: View citations in EconPapers (3)

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Persistent link: https://EconPapers.repec.org/RePEc:eee:injoed:v:72:y:2020:i:c:s0738059319303542

DOI: 10.1016/j.ijedudev.2019.102141

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