The influence of private tutoring on middle-class students' use of in-class time in formal schools in Taiwan

Ying Jie Jheng*

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

25 Citations (Scopus)

Abstract

This study addresses how private tutoring influences middle-class students' use of in-class time in formal schools. Through interviews with five third-year public senior high school students from middle-class families in Taiwan, the research found that with the help of private tutoring those students were able to use the "time-stealing" strategy to steal time from an ongoing class and create a "double-context learning situation" to optimize the efficiency of the use of their in-class time. This behavior not only undermined teachers' teaching in formal schools, but also exposed the inadequacy of formal schooling in satisfying students' need for knowledge.

Original languageEnglish
Pages (from-to)1-8
Number of pages8
JournalInternational Journal of Educational Development
Volume40
DOIs
Publication statusPublished - 2015 Jan 1
Externally publishedYes

Keywords

  • Double-context learning situation
  • Private tutoring
  • Shadow education
  • Socioeconomic status
  • Time-stealing strategy

ASJC Scopus subject areas

  • Education
  • Development
  • Sociology and Political Science

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