Differential Effects of Private Tutoring on Groups of Students’ Mathematics Achievements: A Longitudinal Study

• In Event: Thursday Roundtable Session 4:20 pm
  In Roundtable Session: Trends in Mathematics Education (Table 17)

Abstract

This study examined student-report questionnaires and school reports of mathematics achievements from approximately 2,000 secondary school students in China to track retrospective longitudinal variations of private tutoring (PT) over a year; it analyzed the differential effectiveness of regular mathematics PT participation on different quantile sutdents’ mathematics achievement at four hierarchical cognitive levels. The results indicated that only the lower quantile students benefit from PT for their lower cognitive level achievement, while, the higher quantile students even got high cognitive level achievement decreased.These results raise questions concerning the role of PT. This study provides an evidence-based assessment concerning the effectiveness of PT and highlights the implications for educational practice and future research.

Author

• Lidong Wang, Beijing Normal University