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:: Volume 33, Issue 2 (8-2017) ::
QJOE 2017, 33(2): 101-116 Back to browse issues page
Identification of the Quantitative Dimensions of Supplementary Private Tutoring among High School Students
Abstract:   (228 Views)
Identification of the Quantitative Dimensions of Supplementary Private Tutoring among High School Students
 
Y. Shiraavand*
A. Ma’dandaar Aaraani, Ph.D.**
I. Nikpey, Ph.D.***
 
To identify the quantitative dimensions of supplementary private tutoring, a cluster sample of 800 high school students was given a questionnaire on the subject. The collected data reveal that motivation for taking such lessons includes better learning, higher grades, and parental recommendation. The most common way of taking these lessons is through crowded classrooms taught by a single teacher. The subjects in which such courses are taken are ranked by students as math and English, as well as Arabic, language. Girls seem to be taking more of such lessons, while teachers promote taking them. Furthermore, it is found that taking these classes is more frequent among the higher grades with no relation to the parental income level.
 
Keywords: supplementary private tutoring, high school students
 
 
 
 
 
 
 
 
_______________________
Date received: October 3, 2016                                Date accepted: June 3, 2017
*M.A. in Educational Administration, Lorestan University, unesshiravand@yahoo.com
**Assistant Professor in Education, Lorestan University, (corresponding author), arani.a@lu.ac.ir
*** Assistant Professor in Education, Lorestan University, nikpay.i@lu.ac.ir
Keywords: supplementary private tutoring, high school students
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Type of Study: Research | Subject: General
Received: 2017/08/2 | Accepted: 2017/08/2 | Published: 2017/08/2
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Identification of the Quantitative Dimensions of Supplementary Private Tutoring among High School Students. QJOE. 2017; 33 (2) :101-116
URL: http://qjoe.ir/article-1-454-en.html
Volume 33, Issue 2 (8-2017) Back to browse issues page
فصلنامه تعلیم و تربیت Quarterly Journal of Education
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