Yuhuan Zhang , Xiaohui Wu , Chengcheng Cui , Shuang Chen , Yahan He , Lidong Wang
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Abstract
This study examines the effectiveness of private tutoring (PT) on students’ non-cognitive achievement by assessing student-report questionnaires and school reports of mathematics achievement from approximately 1500 secondary school students in China to track retrospective longitudinal variations of PT over a year. The results of propensity score matching analysis indicated that a whole year of PT participation did not positively affect students’ interest, habits, and attitudes towards mathematics. This result raises questions concerning the role and effectiveness of PT. Thus, the study provides an evidence-based assessment of the effectiveness of PT and highlights the implications for educational practice and future research.
期刊介绍：
The purpose of the International Journal of Educational Development is to foster critical debate about the role that education plays in development. IJED seeks both to develop new theoretical insights into the education-development relationship and new understandings of the extent and nature of educational change in diverse settings. It stresses the importance of understanding the interplay of local, national, regional and global contexts and dynamics in shaping education and development. Orthodox notions of development as being about growth, industrialisation or poverty reduction are increasingly questioned. There are competing accounts that stress the human dimensions of development.
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