In order to improve the quality of education, there is a great concern for students’ learning methods. Students’ learning methods are basically divided into deep and surface methods. The deep approach is seen as the one that is encouraged to be used. However, in the views of the researchers, students in Asian countries tend to prefer to use surface methods of learning. Therefore, the authors would like to critically analyse an innovative teaching activities in a Chinese primary school to investigate whether Chinese primary school English teachers might be able to help their students achieve deep learning through changes in their classrooms.
{"title":"Whether Chinese Primary School English Teacher Are Able to Help Students Learn With a Deep Approach","authors":"Zhixuan Wang","doi":"10.20849/aes.v7i3.1276","DOIUrl":"https://doi.org/10.20849/aes.v7i3.1276","url":null,"abstract":"In order to improve the quality of education, there is a great concern for students’ learning methods. Students’ learning methods are basically divided into deep and surface methods. The deep approach is seen as the one that is encouraged to be used. However, in the views of the researchers, students in Asian countries tend to prefer to use surface methods of learning. Therefore, the authors would like to critically analyse an innovative teaching activities in a Chinese primary school to investigate whether Chinese primary school English teachers might be able to help their students achieve deep learning through changes in their classrooms.","PeriodicalId":44145,"journal":{"name":"Asian Education and Development Studies","volume":"130 1","pages":""},"PeriodicalIF":1.9,"publicationDate":"2022-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78660978","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
With the development of internationalization and globalization, Chinese-foreign cooperative universities are established to attract more international scholars and students, and provide more chances for Chinese students to experience English Medium Instruction (EMI) courses. From the cooperative universities’ official website pages, the universities propaganda English immersion education. In that case, the learning of academic content knowledge requires students’ English proficiency level to achieve to an exact extent. Under this circumstance, it is discussed how students in the Chinese-foreign cooperative universities learn the explicit and implicit knowledge of the English language during the EMI courses in the Chinese-foreign cooperative universities, and how the two learning modes interface with each other.
{"title":"Critically Evaluate Explicit Knowledge and Implicit Knowledge Learning of English Language in Chinese-Foreign Cooperative Universities","authors":"Yinchun Pei","doi":"10.20849/aes.v7i3.1277","DOIUrl":"https://doi.org/10.20849/aes.v7i3.1277","url":null,"abstract":"With the development of internationalization and globalization, Chinese-foreign cooperative universities are established to attract more international scholars and students, and provide more chances for Chinese students to experience English Medium Instruction (EMI) courses. From the cooperative universities’ official website pages, the universities propaganda English immersion education. In that case, the learning of academic content knowledge requires students’ English proficiency level to achieve to an exact extent. Under this circumstance, it is discussed how students in the Chinese-foreign cooperative universities learn the explicit and implicit knowledge of the English language during the EMI courses in the Chinese-foreign cooperative universities, and how the two learning modes interface with each other.","PeriodicalId":44145,"journal":{"name":"Asian Education and Development Studies","volume":"31 1","pages":""},"PeriodicalIF":1.9,"publicationDate":"2022-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81309239","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Use of authentic literature is nothing new to English language classrooms. Teachers who wish to diversify their material and create more engagement with English content have turned to literature as a means to meet this goal. However, fairy tales have often been ignored due to prejudices that either teachers or students have based on modern adaptations of fairy tale content. This paper aims to present the benefits of incorporating fairy tales into English as a Foreign Language (EFL) classrooms by showing their value in a cultural and linguistic context. The article reports the overall gains found in using authentic literature in English courses, narrowing in scope to concentrate on fairy tales in particular. After giving a broad description of how fairy tale conventions increase engagement and understanding in English classes, a deeper look into the cultural and linguistic features is added. It is hoped that teachers looking for more options in material selection will find this article useful for justification in using fairy tales in EFL classrooms.
{"title":"The Benefits of Using Fairy Tales in EFL Classrooms","authors":"Michael P. Simon","doi":"10.20849/aes.v7i3.1138","DOIUrl":"https://doi.org/10.20849/aes.v7i3.1138","url":null,"abstract":"Use of authentic literature is nothing new to English language classrooms. Teachers who wish to diversify their material and create more engagement with English content have turned to literature as a means to meet this goal. However, fairy tales have often been ignored due to prejudices that either teachers or students have based on modern adaptations of fairy tale content. This paper aims to present the benefits of incorporating fairy tales into English as a Foreign Language (EFL) classrooms by showing their value in a cultural and linguistic context. The article reports the overall gains found in using authentic literature in English courses, narrowing in scope to concentrate on fairy tales in particular. After giving a broad description of how fairy tale conventions increase engagement and understanding in English classes, a deeper look into the cultural and linguistic features is added. It is hoped that teachers looking for more options in material selection will find this article useful for justification in using fairy tales in EFL classrooms.","PeriodicalId":44145,"journal":{"name":"Asian Education and Development Studies","volume":"4 1","pages":""},"PeriodicalIF":1.9,"publicationDate":"2022-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78882620","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-08-19DOI: 10.1108/aeds-03-2022-0044
G. Arat, P. Wong
PurposePositive youth development (PYD) among ethnic minorities is important to building a socially inclusive and rapidly aging Hong Kong. There are very limited empirically driven with evaluation among ethnic minorities in Hong Kong and in the region. This study aims to fill the research-to-practice gap by examining the implementation process and impacts of a school-based PYD school program for ethnic minorities in Hong Kong developed empirically based on the data of the larger sequential mixed-methods research project.Design/methodology/approachAlong with a non-governmental organization the authors co-developed, implemented and evaluated an eight-week pilot PYD program for youth from South Asia and newly arrival mainland Chinese backgrounds. Although a quasi-experimental mixed-methods research design was adopted and included 18 young people in the intervention group and 12 young people in the control group, this paper reported the qualitative interviews of three students, two of their teachers and two PYD interventionalists who commented about the content and process to further improve future PYD programs for ethnic minorities young people in Hong Kong.FindingsStudents stated their positive experience about the program while other participants (interventionalists and teachers) provided insights for further program effectiveness enhancement. This includes organizing social activities in the program, such as basketball or football matches would enhance the level of engagement of the participants. Teachers and interventionists suggested to develop age-appropriate programs as younger groups may have different needs or interests compared to their older counterparts.Originality/valueThis study provides insight into how to improve the implementation process, effectiveness and quality of evidence based PYD education research and practices from a culturally appropriate perspective, particularly for South Asian youth residing in Hong Kong and beyond.
{"title":"Insights for educators working with ethnically diverse youth in Hong Kong: a pilot positive youth development program","authors":"G. Arat, P. Wong","doi":"10.1108/aeds-03-2022-0044","DOIUrl":"https://doi.org/10.1108/aeds-03-2022-0044","url":null,"abstract":"PurposePositive youth development (PYD) among ethnic minorities is important to building a socially inclusive and rapidly aging Hong Kong. There are very limited empirically driven with evaluation among ethnic minorities in Hong Kong and in the region. This study aims to fill the research-to-practice gap by examining the implementation process and impacts of a school-based PYD school program for ethnic minorities in Hong Kong developed empirically based on the data of the larger sequential mixed-methods research project.Design/methodology/approachAlong with a non-governmental organization the authors co-developed, implemented and evaluated an eight-week pilot PYD program for youth from South Asia and newly arrival mainland Chinese backgrounds. Although a quasi-experimental mixed-methods research design was adopted and included 18 young people in the intervention group and 12 young people in the control group, this paper reported the qualitative interviews of three students, two of their teachers and two PYD interventionalists who commented about the content and process to further improve future PYD programs for ethnic minorities young people in Hong Kong.FindingsStudents stated their positive experience about the program while other participants (interventionalists and teachers) provided insights for further program effectiveness enhancement. This includes organizing social activities in the program, such as basketball or football matches would enhance the level of engagement of the participants. Teachers and interventionists suggested to develop age-appropriate programs as younger groups may have different needs or interests compared to their older counterparts.Originality/valueThis study provides insight into how to improve the implementation process, effectiveness and quality of evidence based PYD education research and practices from a culturally appropriate perspective, particularly for South Asian youth residing in Hong Kong and beyond.","PeriodicalId":44145,"journal":{"name":"Asian Education and Development Studies","volume":" ","pages":""},"PeriodicalIF":1.9,"publicationDate":"2022-08-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44596376","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-04-06DOI: 10.1108/aeds-09-2021-0191
Fung Chan
PurposeThe purpose of this paper is to analyze the strategies employed by the pro-Beijing and pro-democracy camps in the proportional representation system which was used to universally elect a half of the seats in the Legislative Council (LegCo) of Hong Kong before 2019. It provides the consequences of proportional representation over the political sphere development after the handover.Design/methodology/approachThis research is based on the past election results and the interviews conducted with 18 LegCo members in 2018.FindingsThis paper examines how the political parties split their lists in order to win more seats with the past electoral outcomes. Coupled with firsthand materials from interviews with the legislators, the most significant part of this article analyzes why the pro-Beijing camp performed better than the pro-democracy camp. It supplements the gap of current literature from the perspective of campaign strategies. This article also points out the Chinese authorities' miscalculation in the 1990s which resulted in the unintentional creation of fragmented politics and filibusters before 2019.Originality/valueThis examines the development of campaign strategies of the pro-Beijing and pro-democracy camps, and it explains how the proportional representation caused the fragmented politics in Hong Kong.
{"title":"The campaign strategies of the pro-Beijing and pro-democracy parties under the proportional representation system in Hong Kong before 2019","authors":"Fung Chan","doi":"10.1108/aeds-09-2021-0191","DOIUrl":"https://doi.org/10.1108/aeds-09-2021-0191","url":null,"abstract":"PurposeThe purpose of this paper is to analyze the strategies employed by the pro-Beijing and pro-democracy camps in the proportional representation system which was used to universally elect a half of the seats in the Legislative Council (LegCo) of Hong Kong before 2019. It provides the consequences of proportional representation over the political sphere development after the handover.Design/methodology/approachThis research is based on the past election results and the interviews conducted with 18 LegCo members in 2018.FindingsThis paper examines how the political parties split their lists in order to win more seats with the past electoral outcomes. Coupled with firsthand materials from interviews with the legislators, the most significant part of this article analyzes why the pro-Beijing camp performed better than the pro-democracy camp. It supplements the gap of current literature from the perspective of campaign strategies. This article also points out the Chinese authorities' miscalculation in the 1990s which resulted in the unintentional creation of fragmented politics and filibusters before 2019.Originality/valueThis examines the development of campaign strategies of the pro-Beijing and pro-democracy camps, and it explains how the proportional representation caused the fragmented politics in Hong Kong.","PeriodicalId":44145,"journal":{"name":"Asian Education and Development Studies","volume":" ","pages":""},"PeriodicalIF":1.9,"publicationDate":"2022-04-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45440283","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Vigorously developing vocational education has become one of Chinese basic national policies. In the era of "Internet Plus", vocational education is also changing rapidly. Vocational education has the dual attributes of education and industry. The new era requires a deeper integration of vocational education with the Internet, which is a great challenge for vocational schools. Based on the background of the current "Internet Plus" era, this paper clarifies the necessity of the innovation of vocational education management model, and proposes strategies for the diversified development and innovation of this mode, aiming to better realize a deep integration of vocational education with the Internet.
{"title":"Research on the Innovation of Chinese Vocational Education Management Model With “Internet Plus”","authors":"Di Chen","doi":"10.20849/aes.v7i1.1020","DOIUrl":"https://doi.org/10.20849/aes.v7i1.1020","url":null,"abstract":"Vigorously developing vocational education has become one of Chinese basic national policies. In the era of \"Internet Plus\", vocational education is also changing rapidly. Vocational education has the dual attributes of education and industry. The new era requires a deeper integration of vocational education with the Internet, which is a great challenge for vocational schools. Based on the background of the current \"Internet Plus\" era, this paper clarifies the necessity of the innovation of vocational education management model, and proposes strategies for the diversified development and innovation of this mode, aiming to better realize a deep integration of vocational education with the Internet.","PeriodicalId":44145,"journal":{"name":"Asian Education and Development Studies","volume":"48 1","pages":""},"PeriodicalIF":1.9,"publicationDate":"2022-02-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73060997","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Hao Chen, Mingbao Gou, Hui Li, Xue Wu, Yujia Ji, Yanchun Xu, Yi Niu, Quanliang Zhao
Objective: To explore the feasibility and effect of mind map in PBL teaching of ophthalmology for five-year clinical medical undergraduates. Methods: Forty five-year clinical undergraduates who studied in the Second Clinical Medical College of Inner Mongolia University for Nationalities from February 2021 to July 2021 were randomly divided into PBL combined with mind mapping group and PBL teaching group. Among them, 20 medical students applied the combination of mind mapping and PBL teaching method, and the other 20 medical students applied PBL teaching method to learn the theoretical knowledge and practical teaching of ophthalmology. The differences between the two groups were compared through questionnaire feedback, theoretical examination, practical examination and medical record writing. Results: The experimental group was better than the control group in theoretical scores and clinical skills, and there was no statistical difference in medical record writing scores. The experimental group and the control group were superior to the control group in self-learning ability, learning efficiency, memory and understanding ability. There was no statistical difference between the experimental group and the control group in clinical skills, clinical thinking, problem-solving ability, learning interest, team cooperation ability, and doctor-patient communication. Conclusion: the application of mind map in five-year undergraduate clinical medical ophthalmology PBL teaching can significantly improve the five-year undergraduate medical students' self-learning ability, learning efficiency, memory and understanding ability, which is worthy of promotion.
{"title":"Practice Study of Mind Map in PBL Teaching of Ophthalmology for Five-Year Clinical Medical Undergraduates","authors":"Hao Chen, Mingbao Gou, Hui Li, Xue Wu, Yujia Ji, Yanchun Xu, Yi Niu, Quanliang Zhao","doi":"10.20849/aes.v7i1.1019","DOIUrl":"https://doi.org/10.20849/aes.v7i1.1019","url":null,"abstract":"Objective: To explore the feasibility and effect of mind map in PBL teaching of ophthalmology for five-year clinical medical undergraduates. Methods: Forty five-year clinical undergraduates who studied in the Second Clinical Medical College of Inner Mongolia University for Nationalities from February 2021 to July 2021 were randomly divided into PBL combined with mind mapping group and PBL teaching group. Among them, 20 medical students applied the combination of mind mapping and PBL teaching method, and the other 20 medical students applied PBL teaching method to learn the theoretical knowledge and practical teaching of ophthalmology. The differences between the two groups were compared through questionnaire feedback, theoretical examination, practical examination and medical record writing. Results: The experimental group was better than the control group in theoretical scores and clinical skills, and there was no statistical difference in medical record writing scores. The experimental group and the control group were superior to the control group in self-learning ability, learning efficiency, memory and understanding ability. There was no statistical difference between the experimental group and the control group in clinical skills, clinical thinking, problem-solving ability, learning interest, team cooperation ability, and doctor-patient communication. Conclusion: the application of mind map in five-year undergraduate clinical medical ophthalmology PBL teaching can significantly improve the five-year undergraduate medical students' self-learning ability, learning efficiency, memory and understanding ability, which is worthy of promotion.","PeriodicalId":44145,"journal":{"name":"Asian Education and Development Studies","volume":"48 1","pages":""},"PeriodicalIF":1.9,"publicationDate":"2022-02-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81935527","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
As ideological and political element is an essential element in the entire education process, it is of great significance to foster virtues and promote rounded development of people, improve teaching outcomes, and help students majoring in civil engineering receive well-rounded education. This paper takes “Bridge Engineering”, one of the core courses of civil engineering, as an example, and explores the teaching reform and practices around the current inadequacies in incorporating ideological and political elements into university education, in an effort to provide reference for the ideological and political teaching reform and practice of the course “Bridge Engineering”.
{"title":"Practical Discussion on the Curriculum Ideology and Politics Teaching Reform of “Bridge Engineering”","authors":"Yiming Yang, Xinzhong Wang, Huang Tang","doi":"10.20849/aes.v7i1.1015","DOIUrl":"https://doi.org/10.20849/aes.v7i1.1015","url":null,"abstract":"As ideological and political element is an essential element in the entire education process, it is of great significance to foster virtues and promote rounded development of people, improve teaching outcomes, and help students majoring in civil engineering receive well-rounded education. This paper takes “Bridge Engineering”, one of the core courses of civil engineering, as an example, and explores the teaching reform and practices around the current inadequacies in incorporating ideological and political elements into university education, in an effort to provide reference for the ideological and political teaching reform and practice of the course “Bridge Engineering”.","PeriodicalId":44145,"journal":{"name":"Asian Education and Development Studies","volume":"43 1","pages":""},"PeriodicalIF":1.9,"publicationDate":"2022-02-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82540541","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This paper studies types and characteristics of the teacher classroom feedback through the investigation of 22 classes of 22 senior high school English teachers. Non-participatory observation method was adopted to examine types and characteristics of teacher feedback based on the videos of the 11th National Senior High School English Teaching Demonstration. The purpose of this study is to find out existing problems of teacher feedback so as to improve senior high school English teachers' teaching ability. According to classroom observation and data analysis, the types of the teacher feedback include positive feedback, negative feedback and multiple feedback. The characteristics of the teacher feedback are as follows: among 3 feedback types, positive feedback is the most frequently used one and negative feedback is often used with positive feedback. The existing problems in teachers' feedback are: general feedback including matter-of-fact praise and general praise is often given by teachers; students are often interrupted by teacher feedback; the teacher feedback focuses more on form of student language than on meanings of interaction between teachers and students. In terms of the types, characteristics and problems of teacher feedback, this study gives some suggestions for English teachers in senior high schools to develop their teaching ability of giving feedback.
{"title":"An Investigation of Teacher Feedback Types and Characteristics in Senior High School Classes","authors":"Shiyun Li","doi":"10.20849/aes.v7i1.1014","DOIUrl":"https://doi.org/10.20849/aes.v7i1.1014","url":null,"abstract":"This paper studies types and characteristics of the teacher classroom feedback through the investigation of 22 classes of 22 senior high school English teachers. Non-participatory observation method was adopted to examine types and characteristics of teacher feedback based on the videos of the 11th National Senior High School English Teaching Demonstration. The purpose of this study is to find out existing problems of teacher feedback so as to improve senior high school English teachers' teaching ability. According to classroom observation and data analysis, the types of the teacher feedback include positive feedback, negative feedback and multiple feedback. The characteristics of the teacher feedback are as follows: among 3 feedback types, positive feedback is the most frequently used one and negative feedback is often used with positive feedback. The existing problems in teachers' feedback are: general feedback including matter-of-fact praise and general praise is often given by teachers; students are often interrupted by teacher feedback; the teacher feedback focuses more on form of student language than on meanings of interaction between teachers and students. In terms of the types, characteristics and problems of teacher feedback, this study gives some suggestions for English teachers in senior high schools to develop their teaching ability of giving feedback.","PeriodicalId":44145,"journal":{"name":"Asian Education and Development Studies","volume":"25 1","pages":""},"PeriodicalIF":1.9,"publicationDate":"2022-02-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74405395","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
To examine the academic enhancement effects of extracurricular tutoring in mathematics at the high school level, 439 questionnaires were distributed in the second year of senior high school to collect information on the number of participants in different types of tutoring and the grade level mathematics scores before and after tutoring, and the data obtained were analyzed for differences using SPSS software. The results showed that (1) extracurricular tutoring in mathematics for high school students can improve students' academic performance, but the improvement effects of different types of extracurricular tutoring have significant differences. (2) Among students of different levels, the degree of improvement in the group of mathematics students with difficulties was significantly higher than that in the group of intermediate and superior students; the degree of improvement within the group of intermediate students was seriously polarized. Therefore, the academic improvement effect of extracurricular tutoring in mathematics varies depending on the type of tutoring, students with learning difficulties in mathematics should consider choosing appropriate extracurricular tutoring in mathematics, and mathematics teachers should strengthen personalized guidance for students.
{"title":"A Research on the Academic Improvement Effects of Extracurricular Mathematics Tutoring for Chinese High School Students","authors":"Lecun Liu","doi":"10.20849/aes.v7i1.1017","DOIUrl":"https://doi.org/10.20849/aes.v7i1.1017","url":null,"abstract":"To examine the academic enhancement effects of extracurricular tutoring in mathematics at the high school level, 439 questionnaires were distributed in the second year of senior high school to collect information on the number of participants in different types of tutoring and the grade level mathematics scores before and after tutoring, and the data obtained were analyzed for differences using SPSS software. The results showed that (1) extracurricular tutoring in mathematics for high school students can improve students' academic performance, but the improvement effects of different types of extracurricular tutoring have significant differences. (2) Among students of different levels, the degree of improvement in the group of mathematics students with difficulties was significantly higher than that in the group of intermediate and superior students; the degree of improvement within the group of intermediate students was seriously polarized. Therefore, the academic improvement effect of extracurricular tutoring in mathematics varies depending on the type of tutoring, students with learning difficulties in mathematics should consider choosing appropriate extracurricular tutoring in mathematics, and mathematics teachers should strengthen personalized guidance for students.","PeriodicalId":44145,"journal":{"name":"Asian Education and Development Studies","volume":"1958 1","pages":""},"PeriodicalIF":1.9,"publicationDate":"2022-02-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91228257","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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