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

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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. Copyright © 2019 Elsevier Ltd. All rights reserved.
Original languageEnglish
Article number102141
JournalInternational Journal of Educational Development
Volume72
Early online dateNov 2019
DOIs
Publication statusPublished - Jan 2020

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critical analysis
tutor
student
teaching
school
learning
education
effectiveness of teaching
Teaching
online survey
Hong Kong
examination
interview
Group

Citation

Yung, K. W.-H. (2020). Comparing the effectiveness of cram school tutors and schoolteachers: A critical analysis of students' perceptions. International Journal of Educational Development, 72. Retrieved from https://doi.org/10.1016/j.ijedudev.2019.102141

Keywords

  • Shadow education
  • English private tutoring
  • Students' perceptions
  • Teacher effectiveness
  • Cram schools
  • Hong Kong