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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&apos; individual performance in science. Except in Bulgaria, school overall achievement is not related to taking additional tutoring.

  • Czech name

  • Czech description

Classification

  • Type

    J<sub>imp</sub> - Article in a specialist periodical, which is included in the Web of Science database

  • CEP classification

  • 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

  • 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