Does the Quality of School Instruction Relate to the Use of Additional Tutoring in Science? Comparative Analysis of Five Post-Socialist Countries

Autor/inn/en	Štastný, Vít; Greger, David; Soukup, Petr
Titel	Does the Quality of School Instruction Relate to the Use of Additional Tutoring in Science? Comparative Analysis of Five Post-Socialist Countries
Quelle	In: School Effectiveness and School Improvement, 32 (2021) 1, S.24-46 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Štastný, Vít) ORCID (Greger, David) ORCID (Soukup, Petr)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0924-3453
DOI	10.1080/09243453.2020.1770809
Schlagwörter	Instructional Effectiveness; Science Instruction; School Effectiveness; Correlation; Supplementary Education; Tutoring; Educational Environment; School Buildings; Performance Factors; Science Achievement; Low Achievement; Student Attitudes; Context Effect; Social Systems; Comparative Education; Achievement Tests; Foreign Countries; Secondary School Students; International Assessment; Educational Quality; Bulgaria; Croatia; Hungary; Poland; Slovakia; Program for International Student Assessment + Suchen Sie Ihr Suchwort? Unterrichtserfolg; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Schuleffizienz; Korrelation; Ergänzungsunterricht; Förderkonzept; Nachhilfeunterricht; Lernumgebung; Pädagogische Umwelt; Schulumwelt; School building; Schulgebäude; Leistungsindikator; Unterdurchschnittliche Leistung; Schülerverhalten; Social system; Soziales System; Vergleichende Erziehungswissenschaft; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Ausland; Sekundarschüler; Quality of education; Bildungsqualität; Bulgarien; Kroatien; Ungarn; Polen; Slowakei
Abstract	In many countries, out-of-school tutoring in academic subjects has become a widespread phenomenon that affects high proportions of students. Scholarly literature has considered various determinants of participation in such tutoring, but school quality has as yet been rather neglected. The aim of the study is to explore the relationship between the quality of school instruction and perceived learning environments on the one hand, and participation in additional instruction in science on the other. Using the Programme for International Student Assessment (PISA) 2015 dataset, we analysed data on five post-socialist countries (Bulgaria, Croatia, Hungary, Poland, and Slovakia). By employing two-level logistic regression models, we estimated the probabilities of taking additional instruction in science in and outside of the school building. Different aspects of learning environments as perceived by students have a somewhat indirect influence, which is mediated through the students' individual performance in science. Except in Bulgaria, school overall achievement is not related to taking additional tutoring. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01