Does the quality of school instruction relate to the use of additional tutoring in science? Comparative analysis of five post-socialist countries

Kód výsledku v 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>

Výsledek na webu

<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>

Jazyk výsledku

angličtina

Název v původním jazyce

Does the quality of school instruction relate to the use of additional tutoring in science? Comparative analysis of five post-socialist countries

Popis výsledku v původním jazyce

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.

Název v anglickém jazyce

Does the quality of school instruction relate to the use of additional tutoring in science? Comparative analysis of five post-socialist countries

Popis výsledku anglicky

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.

Druh

J_imp - Článek v periodiku v databázi Web of Science

CEP obor

—

OECD FORD obor

50301 - Education, general; including training, pedagogy, didactics [and education systems]

Projekt

<a href="/cs/project/GBP402%2F12%2FG130" target="_blank" >GBP402/12/G130: Vztahy mezi dovednostmi, vzděláváním a výsledky na trhu práce: longitudinální studie</a><br>

Návaznosti

P - Projekt vyzkumu a vyvoje financovany z verejnych zdroju (s odkazem do CEP)

Rok uplatnění

2020

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název periodika

School Effectiveness and School Improvement

ISSN

0924-3453

e-ISSN

—

Svazek periodika

32

Číslo periodika v rámci svazku

1

Stát vydavatele periodika

NL - Nizozemsko

Počet stran výsledku

22

Strana od-do

24-46

Kód UT WoS článku

000542903000001

EID výsledku v databázi Scopus

2-s2.0-85086861945