Does Private Tutoring Increase Students' Academic Performance? Evidence from Turkey

Autor/inn/en	Berberoglu, Giray; Tansel, Aysit
Titel	Does Private Tutoring Increase Students' Academic Performance? Evidence from Turkey
Quelle	In: International Review of Education, 60 (2014) 5, S.683-701 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0020-8566
DOI	10.1007/s11159-014-9436-y
Schlagwörter	Tutoring; Individual Instruction; Foreign Countries; Tutorial Programs; Academic Achievement; Student Characteristics; Mathematics Instruction; Natural Sciences; Turkish; Language of Instruction; Intellectual Disciplines; Grade Point Average; Parent Background; High School Students; Sociocultural Patterns; Effect Size; Multiple Regression Analysis; Turkey + Suchen Sie Ihr Suchwort? Förderkonzept; Nachhilfeunterricht; Individuelles Lernen; Ausland; Tutorial programmes; Förderprogramm; Lernprogramm; Tutorensystem; Schulleistung; Mathematics lessons; Mathematikunterricht; Naturwissenschaften; Türkisch; Teaching language; Unterrichtssprache; Geisteswissenschaften; Elternhaus; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Soziokulturelle Theorie; Türkei
Abstract	This paper investigates the effectiveness of private tutoring in Turkey. The authors introduce their study by providing some background information on the two major national examinations and three different kinds of tutoring. They then describe how they aimed to analyse whether attending private tutoring centres (PTCs) enhances Turkish students' academic performance. By way of multiple linear regression analysis, their study sought to evaluate whether the impact of private tutoring varies in different subject areas, taking into account several student-related characteristics such as family and academic backgrounds as well as interest in and perception of academic success. In terms of subject areas, the results indicate that while private tutoring does have a positive impact on academic performance in mathematics and Turkish language, this is not the case in natural sciences. However, as evidenced by the effect sizes, these impacts are rather small compared to the impacts of other variables such as interest in and perception of academic success, high school graduation fields of study, high school cumulative grade point average (CGPA), parental education and students' sociocultural background. While the authors point out that more research on the impact of further important variables needs to be done, their view is that school seems to be an important factor for determining students' academic performance. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01