Does the quality of school instruction relate to the use of additional tutoring in science? Comparative analysis of five post-socialist countries
The result's identifiers
Result code in IS VaVaI
<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216208%3A11410%2F20%3A10413300" target="_blank" >RIV/00216208:11410/20:10413300 - isvavai.cz</a>
Result on the web
<a href="https://verso.is.cuni.cz/pub/verso.fpl?fname=obd_publikace_handle&handle=AkorFT11ab" target="_blank" >https://verso.is.cuni.cz/pub/verso.fpl?fname=obd_publikace_handle&handle=AkorFT11ab</a>
DOI - Digital Object Identifier
<a href="http://dx.doi.org/10.1080/09243453.2020.1770809" target="_blank" >10.1080/09243453.2020.1770809</a>
Alternative languages
Result language
angličtina
Original language name
Does the quality of school instruction relate to the use of additional tutoring in science? Comparative analysis of five post-socialist countries
Original language description
In many countries, out-of-school tutoring in academic subjects has become a widespread phenomenon that affects high proportions of students. Scholarly literature has considered various determinants of participation in such tutoring, but school quality has as yet been rather neglected. The aim of the study is to explore the relationship between the quality of school instruction and perceived learning environments on the one hand, and participation in additional instruction in science on the other. Using the Programme for International Student Assessment (PISA) 2015 dataset, we analysed data on five post-socialist countries (Bulgaria, Croatia, Hungary, Poland, and Slovakia). By employing two-level logistic regression models, we estimated the probabilities of taking additional instruction in science in and outside of the school building. Different aspects of learning environments as perceived by students have a somewhat indirect influence, which is mediated through the students' individual performance in science. Except in Bulgaria, school overall achievement is not related to taking additional tutoring.
Czech name
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Czech description
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Classification
Type
J<sub>imp</sub> - Article in a specialist periodical, which is included in the Web of Science database
CEP classification
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OECD FORD branch
50301 - Education, general; including training, pedagogy, didactics [and education systems]
Result continuities
Project
<a href="/en/project/GBP402%2F12%2FG130" target="_blank" >GBP402/12/G130: The relationships between skills, schooling and labor market outcomes: A longitudinal study</a><br>
Continuities
P - Projekt vyzkumu a vyvoje financovany z verejnych zdroju (s odkazem do CEP)
Others
Publication year
2020
Confidentiality
S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů
Data specific for result type
Name of the periodical
School Effectiveness and School Improvement
ISSN
0924-3453
e-ISSN
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Volume of the periodical
32
Issue of the periodical within the volume
1
Country of publishing house
NL - THE KINGDOM OF THE NETHERLANDS
Number of pages
22
Pages from-to
24-46
UT code for WoS article
000542903000001
EID of the result in the Scopus database
2-s2.0-85086861945