A Need or a Force? Shadow Education in Hong Kong from Secondary School Parent's Perspective

Autor/in	Cheng, Ching Ho
Titel	A Need or a Force? Shadow Education in Hong Kong from Secondary School Parent's Perspective
Quelle	In: Curriculum and Teaching, 36 (2021) 1, S.39-50 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0726-416X
DOI	10.7459/ct/36.1.04
Schlagwörter	Secondary School Students; Parent Attitudes; Expectation; Competition; Private Education; Tutoring; Educational Trends; Academic Achievement; Test Preparation; Correlation; Foreign Countries; Hong Kong + Suchen Sie Ihr Suchwort? Sekundarschüler; Elternverhalten; Expectancy; Erwartung; Wettkampf; Privatunterricht; Förderkonzept; Nachhilfeunterricht; Bildungsentwicklung; Schulleistung; Korrelation; Ausland; Hongkong
Abstract	It is becoming more common for students in Hong Kong to take extra lessons after school. Several surveys indicate that more than 70% of students need to take private tutoring classes after school in their final year of secondary school (Bray, 2013). This indicates that "shadow education" has become a trend in Hong Kong. There are different types of private tutoring classes in Hong Kong, such as one-on-one tutoring or tutorial classes for groups of five to eight students. These classes aim to help students to perform better in public examination, but it has become more competitive in recent years. Even if students have satisfactory results at school, they may be expected to take extra classes, since doing so has become a societal trend. However, do students really need to take so many classes after school? Does the quantity of private tutoring lessons taken correlate with good academic results? This study investigates why parents in Hong Kong are sending their children to learning centers after school. Do these children really need extra classes, or are they being affected by the surrounding area? (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01