Private tutoring and traditional classes: A comparison of students’ learning achievements in chemistry
DOI:
https://doi.org/10.62037/cjer.2022.02.02.04Keywords:
Private tutoring, shadow education, academic achievement, CambodiaAbstract
Private tutoring has been popular among Cambodian students, specifically in urban areas. It is not a compulsory requirement by the government, schools, or teachers. However, it is more generally motivated by several reasons. This study aims to compare the achievements of high school students who attended private tutoring in a chemistry subject and those who did not. To collect the data, the first author divided Grade 11 students into two groups. A total of 30 students from each group were randomly selected for the study. The results of the study revealed that there was no statistically significant difference between the two groups. However, the students who attended private tutoring received somewhat higher mean scores than those who did not. This study recommends that future studies should include a larger sample size with the same or with other subjects at other educational institutions. Studies using a qualitative or mixed-methods design are also recommended.
Downloads
References
Baily, S. (2012). Framing the World Bank education strategy 2020 to the Indian context: Alignments, challenges, and opportunities. International Perspectives on Education and Society, 16(2012), 371-393. https://doi.org/10.1108/S1479-3679(2012)0000016020
Bo, C. (2021). New Generation Schools in Cambodia. In Atlantis Press, 4th International Conference on Research of Educational Administration and Management (ICREAM 2020): Vol.256 (pp. 510-513). Bandung, Indonesia. https://dx.doi.org/10.2991/assehr.k.210212.105
Bray, M. (1999). The shadow education system: Private tutoring and its implications for planners. UNESCO. https://www.childresearch.net/RESEARCH/TODAY_ASIA/CROSS/001.PDF
Bray, M. (2006). Private supplementary tutoring: Comparative perspectives on patterns and implications. A Journal of Comparative and International Education, 36(4), 515-530. https://doi.org/10.1080/03057920601024974
Bray, M. (2014). The impact of shadow education on student academic achievement: Why the research is inconclusive and what can be done about it. Asia Pacific Education Review, 15(3), 381-389. https://doi.org/10.1007/s12564-014-9326-9
Bray. M., & Bunly. S. (2005). Balancing the books: Household financing of basic education in Cambodia. (Working Paper Series No. 2005-2). Human Development Unit, East Asia & Pacific Region: The World Bank. https://documents1.worldbank.org/curated/en/170501468231553624/pdf/338100rev0Balancing0the0books0pdf.pdf
Bray, M., Kobakhidze, M. N., Zhang, W., & Liu, J. (2018). The hidden curriculum in a hidden marketplace: Relationships and values in Cambodia’s shadow education system. Journal of Curriculum Studies, 50(4), 435-455. https://doi.org/10.1080/00220272.2018.1461932
Bray, M., & Silova, I. (2006). The private tutoring phenomenon: International patterns and perspectives. In I. Silova, V. Budiene, & M. Bray (Eds.), Education in a hidden marketplace: Monitoring of private tutoring (pp. 27-40). Open Society Institute. https://www.opensocietyfoundations.org/uploads/394bb3b8-ef04-4f5f-8521-5e0b4dff389c/hidden_20070216.pdf#page=28
Bredenberg. K. (2018). Secondary education in Cambodia: The progress of reforms. Kampuchean Action for Primary Education. http://www.kapekh.org/files/report_file/95-en.pdf
Brehm, W. C. (2016). The structures and agents enabling educational corruption in Cambodia. In Y. Kitamura, D. B. Edwards, J. C. Sitha (Eds.), The political economy of schooling in Cambodia (pp. 99-119). Palgrave Macmillan. https://doi.org/10.1057/9781137456007_6
Brehm, W. C., & Silova, I. (2014). Hidden privatization of public education in Cambodia: Equity implications of private tutoring. Journal for Educational Research Online, 6(1), 94-116. https://www.pedocs.de/frontdoor.php?source_opus=8842
Brehm, W. C., Silova, I., & Tuot, M. (2012). Hidden privatization of public education in Cambodia: The impact and implications of private tutoring (Working Paper Series No. 29). Education Support Program Open Society Foundations.http://www.willbrehm.com/wp-content/uploads/2013/11/WP39_Hidden_Privatization_Public_Education_Cambodia.pdf
Buchmann, C., Condron, D. J., & Roscigno, V. J. (2010). Shadow education, American style: Test preparation, the SAT and college enrollment. Social Forces, 89(2), 435-461. https://doi.org/10.1353/sof.2010.0105
Byun, S. Y. (2014). Shadow education and academic success in the Republic of Korea. In H. Park & K. Kim (Eds.), Korean education in changing economic and demographic contexts (pp. 39-58). Springer. https://doi.org/10.1007/978-981-4451-27-7_3
Byun, S. Y., & Park, H. (2012). The academic success of East Asian American youth: The role of shadow education. Sociology of Education, 85(1), 40-60. https://doi.org/10.1177%2F0038040711417009
Chan, S., Maneewan, S., & Koul, R. (2021). Cooperative learning in teacher education: Its effects on EFL pre-service teachers’ content knowledge and teaching self-efficacy. Journal of Education for Teaching, 47(5), 654-667. https://doi.org/10.1080/02607476.2021.1931060
Dang, H. A. (2007). The determinants and impact of private tutoring classes in Vietnam. Economics of Education Review, 26(6), 683-698. https://doi.org/10.1016/j.econedurev.2007.10.003
Donaher, M., & Wu, N. (2020). Cambodia’s new generation schools reform. In F. M. Reimers (Ed.), Empowering teachers to build a better world (pp. 103-120). Springer. http://dx.doi.org/10.1007/978-981-15-2137-9_6
Edwards Jr, D. B., Le, H., & Sustarsic, M. (2020). Spatializing a global education phenomenon: Private tutoring and mobility theory in Cambodia. Journal of Education Policy, 35(5), 713-732. https://doi.org/10.1080/02680939.2019.1610192
Em, S., Nun, N., & Phann, S. (2021). Qualities, personal characteristics, and responsibilities of qualified teachers in the 21st century. Cambodian Journal of Educational Research, 1(2), 49-63. https://cefcambodia.com/2021/11/18/1191/
Guimarães, J., & Sampaio, B. (2013). Family background and students’ achievement on a university entrance exam in Brazil. Education Economics, 21(1), 38-59. https://doi.org/10.1080/09645292.2010.545528
Heng, K., & Sol, K. (2022). Education: Key to making Cambodia great again. Cambodian Development Center, 4(3), 1-18. https://cd-center.org/education-key-to-making-cambodia-great-again/
KAPE. (2020). New Generation School (NGS). http://www.kapekh.org/en/what-we-do/16/?pro_id=20
Kelsall, T., Khieng, S., Chantha, C., & Muy, T. T. (2016). The political economy of primary education reform in Cambodia. In S. Hickey & N. Hossain (Eds.), The politics of education in developing countries: From schooling to learning (pp. 132-151). Oxford University Press. https://doi.org/10.1093/oso/9780198835684.001.0001
Kuan, P. Y. (2011). Effects of cram schooling on mathematics performance: Evidence from junior high students in Taiwan. Comparative Education Review, 55(3), 342-368. https://doi.org/10.1086/659142
Lee, J. T., Kim, Y. B., & Yoon, C. H. (2004). The effects of pre-class tutoring on student achievement: Challenges and implications for public education in Korea. KEDI Journal of Educational Policy, 1(1), 25-42. https://www.dbpia.co.kr/Journal/articleDetail?nodeId=NODE06552818
Liu, J. (2012). Does cram schooling matter? Who goes to cram schools? Evidence from Taiwan. International Journal of Educational Development, 32(1), 46-52. https://doi.org/10.1016/j.ijedudev.2011.01.014
Maeda, M. (2019). Exam cheating among Cambodian students: When, how, and why it happens. Compare: A Journal of Comparative and International Education, 51(3), 337-355. https://doi.org/10.1080/03057925.2019.1613344
Meroni, E. C., & Abbiati, G. (2012). Teacher training, extra education, and students’ achievement. The evaluation of a program for promoting students’ performances in Italian lower secondary schools. TheUniversity of Milan. https://cipe.umd.edu/conferences/EducationEvaluationItaly/COMPLETE_PAPERS/MERONI/44.pdf
Nhem, D. (2022). New Generation School initiative in Cambodia: Revisiting its effects on shadow education. Policy Futures in Education, 1-12. https://doi.org/10.1177/14782103221094352
Nhem, D., & Kobakhidze, M. N. (2022). New Generation Schools in Cambodia: A farewell to shadow education? Asia Pacific Journal of Education, 1-16. https://doi.org/10.1080/02188791.2022.2112147
No, K. (2020, October 7). New Generation Schools in Cambodia: Aim and focus. Cambodian Education Forum. https://cefcambodia.com/2020/10/07/new-generation-schools-in-cambodia-aim-and-focus/
Pech, S. (2015, March 11). Just one chance at exam this year. The Phnom Penh Post. https://www.phnompenhpost.com/just-one-chance-exam-year
Pov, S., Kawai, N., & Matsumiya, N. (2021). Determinants of student achievement at lower secondary schools in rural Cambodia. Educational Research for Policy and Practice, 20(2), 207-222. https://doi.org/10.1007/s10671-020-09276-4
Sam, S. (2021, September 7). New Generation Schools bring change to Cambodian education. Cambodianess. https://cambodianess.com/article/new-generation-schools-bring-change-to-cambodian-education
Soeung, S., Neau, V., Seng, S., Chim, V., & Lorn, L. (2019). The relationship between private tutoring and English achievement: A case of four Cambodian high schools. UC Occasional Paper Series, 3(1), 133-154. https://uc.edu.kh/Occasional_Paper_Series/5.%20The%20Relationship%20between%20Private%20Tutoring%20and%20English%20Achievement%20A%20Case%20of%20Four%20Cambodian%20High%20Schools.pdf
Sohn, H., Lee, D., Jang, S., & Kim, T. K. (2010). Longitudinal relationship among private tutoring, student-parent conversation, and student achievement. Journal of Educational Policy, 7(1), 23-41. https://pure.ewha.ac.kr/en/publications/longitudinal-relationship-among-private-tutoring-student-parent-c
Subedi, K. R. (2018). Shadow education: A role of private tutoring in learning. Online Submission, 1(2), 29-42. https://files.eric.ed.gov/fulltext/ED591992.pdf
Sun, L., Shafiq, M. N., McClure, M., & Guo, S. (2020). Are there educational and psychological benefits from private supplementary tutoring in Mainland China? Evidence from the China education panel survey, 2013–15. International Journal of Educational Development, 72(2020), 1-10. https://doi.org/10.1016/j.ijedudev.2019.102144
Thapa, A. (2013). Does private school competition improve public school performance? In the case of Nepal. International Journal of Educational Development, 33(4), 358-366. https://doi.org/10.1016/j.ijedudev.2012.07.004
Ünal, H., Özkan, E. M., Milton, S., Price, K., & Curva, F. (2010). The effect of private tutoring on performance in mathematics in Turkey: A comparison across occupational types. Procedia-Social and Behavioral Sciences, 2(2), 5512-5517. https://doi.org/10.1016/j.sbspro.2010.03.899
UNESCO. (2008). Secondary education regional information base: The country profile, Cambodia. http://uis.unesco.org/sites/default/files/documents/secondary education-regional-information-base-country-profile-for-Cambodia-en_1.pdf
Zhang, Y. (2013). Does private tutoring improve students’ national college entrance exam performance? A case study from Jinan, China. Economics of Education Review, 32(2013), 1-28. https://doi.org/10.1016/j.econedurev.2012.09.008
Zhang, Y., & Liu, J. (2016). The effectiveness of private tutoring in China with a focus on class size. International Journal of Educational Development, 46(2016), 35-42. https://doi.org/10.1016/j.ijedudev.2015.11.006
Downloads
Published
How to Cite
Issue
Section
License
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
The articles published by this journal are licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if changes were made.
