Private Tutoring's Role on Helping Students: An Analyzation of Educational Panel Survey from a Junior High School in the Chinese Rural Area

Autor/in	Cheng, Jiyun
Titel	Private Tutoring's Role on Helping Students: An Analyzation of Educational Panel Survey from a Junior High School in the Chinese Rural Area
Quelle	In: Journal of Education and Learning, 11 (2022) 2, S.71-75 (5 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1927-5250
Schlagwörter	Foreign Countries; Grade 7; Tutoring; Instructional Effectiveness; English (Second Language); Second Language Learning; High School Students; Student Participation; Gender Differences; China + Suchen Sie Ihr Suchwort? Ausland; School year 07; 7. Schuljahr; Schuljahr 07; Förderkonzept; Nachhilfeunterricht; Unterrichtserfolg; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Geschlechterkonflikt
Abstract	Based on a panel survey filled by seventh grade students, who studied in Shaxi Middle School located in Shaxi, Yunnan, China, after completing a semester of Online English Peer Tutoring Program, the research applied the data collected, including English Exam grades and background information, with Regression and Z-score to analyze the effectiveness of Private Tutoring. The analysis yields the following findings: private tutoring is effective for all students regardless of natural abilities and gender. By putting gender and mid-term exam grades into the regression, participants have an average of 2.161 percent points higher than non-participants. Also, male students benefit more from tutoring. (As Provided).
Anmerkungen	Canadian Center of Science and Education. 1595 Sixteenth Ave Suite 301, Richmond Hill, Ontario, L4B 3N9 Canada. Tel: 416-642-2606; Fax: 416-642-2608; e-mail: jel@ccsenet.org; Web site: http://www.ccsenet.org/journal/index.php/jel
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01