Current Issue of Private Supplementary Tutoring among Final-Year Secondary Students in Vietnam

Phùng Thị Thu Trang, Thạch Thị Lan Anh, Võ Thanh Hà, Hồ Thị Hồng Vân, Nguyễn Thị Kiều Oanh, Nguyễn Thị Kiều Anh, Trần Thị Bích Ngân, Nguyễn Thanh Nga, Nguyễn Thị Chi, Nguyễn Văn Chiến, Vũ Quốc Chung

Abstract

The study surveyed 34,632 9th- and 12th-grade students, along with 25 provincial education officials and 25 school-level administrators in Vietnam. The primary objective of this study was to elucidate the current situation of private supplementary tutoring in Vietnam, thereby scrutinizing the array of factors that influence the engagement of final-year students in supplementary learning endeavors. The factors under investigation encompassed various dimensions, including in-school and out-of-school supplementary learning, as well as influences categorized by regional disparities, gender, family economic conditions, institutional attributes, and participation in transitional examinations. The study used structured surveys and interviews, which were analyzed with SPSS. The findings of the study reveal that all educational institutions provide avenues for supplementary educational endeavors, with the total participation rate of final-year students amounting to 100% within the institutional premises. Moreover, 38.5% of lower secondary students and 56.8% of upper secondary students actively participate in supplementary learning activities beyond the institutional confines. Determinants influencing the participation of final-year students in supplementary education encompass economic circumstances, academic motivation, the pressure of transitional examinations, and regional factors. These findings contribute to a comprehensive dataset, providing solutions for Vietnam’s supplementary education landscape.

 

Keywords: private supplementary tutoring, general education, learning outcomes, final year, student, Vietnam.

 

DOI: https://doi.org/10.55463/hkjss.issn.1021-3619.61.74


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