Different subjects, different incentives: Private tutoring and perceived instructional quality in Czech lower-secondary schools

Kód výsledku v IS VaVaI

RIV/00216208:11410/23:10456738 - isvavai.cz

Výsledek na webu

https://verso.is.cuni.cz/pub/verso.fpl?fname=obd_publikace_handle&handle=G94hWdk3zq

DOI - Digital Object Identifier

10.1016/j.ijedudev.2023.102737

Jazyk výsledku

angličtina

Název v původním jazyce

Different subjects, different incentives: Private tutoring and perceived instructional quality in Czech lower-secondary schools

Popis výsledku v původním jazyce

Whether education systems can stimulate or attenuate the demand for private supplementary tutoring by acting on the quality of provided school instruction is a complex and relatively unexplored issue. This study aims to reduce this knowledge gap by analysing the relationships between private tutoring attendance and instructional quality perceived at individual and classroom levels. Regression analyses are performed on a representative sample of 1280 pupils in the senior grade of lower secondary Czech schools. In mathematics and national language, students who find the school instruction interesting, who learn a lot, whose teachers can motivate them and explain the subject well, are less likely to use private tutoring in this subject. By increasing the quality of teaching in these subjects, schools and teachers may indirectly reduce the demand for private tutoring. However, perceived quality of school instruction in English language does not affect English tutoring, which is procured by affluent families irrespective of the perceived quality of school instructions.

Název v anglickém jazyce

Different subjects, different incentives: Private tutoring and perceived instructional quality in Czech lower-secondary schools

Popis výsledku anglicky

Whether education systems can stimulate or attenuate the demand for private supplementary tutoring by acting on the quality of provided school instruction is a complex and relatively unexplored issue. This study aims to reduce this knowledge gap by analysing the relationships between private tutoring attendance and instructional quality perceived at individual and classroom levels. Regression analyses are performed on a representative sample of 1280 pupils in the senior grade of lower secondary Czech schools. In mathematics and national language, students who find the school instruction interesting, who learn a lot, whose teachers can motivate them and explain the subject well, are less likely to use private tutoring in this subject. By increasing the quality of teaching in these subjects, schools and teachers may indirectly reduce the demand for private tutoring. However, perceived quality of school instruction in English language does not affect English tutoring, which is procured by affluent families irrespective of the perceived quality of school instructions.

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

GA18-00939S: Souvislosti mezi školním a stínovým vzděláváním: případ českých nižších sekundárních škol

Návaznosti

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

Rok uplatnění

2023

Kód důvěrnosti údajů

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

Název periodika

International Journal of Educational Development

ISSN

0738-0593

e-ISSN

1873-4871

Svazek periodika

98

Číslo periodika v rámci svazku

Neuvedeno

Stát vydavatele periodika

GB - Spojené království Velké Británie a Severního Irska

Počet stran výsledku

10

Strana od-do

1-10

Kód UT WoS článku

000934092900001

EID výsledku v databázi Scopus

2-s2.0-85147714874