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Article: To what extent does Hong Kong primary school students’ Chinese reading comprehension benefit from after-school private tuition?

TitleTo what extent does Hong Kong primary school students’ Chinese reading comprehension benefit from after-school private tuition?
Authors
Issue Date2014
PublisherSpringer Netherlands. The Journal's web site is located at http://www.springer.com/education/journal/12564
Citation
Asia Pacific Education Review, 2014, v. 15 n. 2, p. 283-297 How to Cite?
AbstractThe reading attainment of the 3,875 primary 4 Hong Kong primary school students participating in the 2011 Progress in International Reading Literacy Study ranked first among 49 countries and regions surveyed worldwide. Analysis of the association between (a) participating students’ reading attainment and (b) responses to questionnaires completed by the students and their parents revealed that classroom teaching, the school curriculum, the reader’s social and economic background and support from home had all helped shape reading performance. It is not unusual for school students in many Asian countries to receive after-school tuition in various areas of the curriculum to boost performance in impending examinations. The study reported here focussed (1) on the Chinese language reading attainment of students who had attended private tutoring classes after school in this subject against the scores of fellow students who had not and (2) asking whether such after-school tutoring had been of any notable benefit to their reading. Although a majority of the parents questioned said they paid for extra tuition for their children after school, analyses of the data found there was a statistically significant difference between the scores of students who received extra tuition and those who did not, the score of the latter group being superior. It is suggested that the Hong Kong education authorities reassure parents about the quality of teaching in primary schools and publicly pronounce on the potential value of after-school private tutoring.
Persistent Identifierhttp://hdl.handle.net/10722/200998
ISI Accession Number ID

 

DC FieldValueLanguage
dc.contributor.authorTse, SKen_US
dc.date.accessioned2014-08-21T07:08:50Z-
dc.date.available2014-08-21T07:08:50Z-
dc.date.issued2014en_US
dc.identifier.citationAsia Pacific Education Review, 2014, v. 15 n. 2, p. 283-297en_US
dc.identifier.urihttp://hdl.handle.net/10722/200998-
dc.description.abstractThe reading attainment of the 3,875 primary 4 Hong Kong primary school students participating in the 2011 Progress in International Reading Literacy Study ranked first among 49 countries and regions surveyed worldwide. Analysis of the association between (a) participating students’ reading attainment and (b) responses to questionnaires completed by the students and their parents revealed that classroom teaching, the school curriculum, the reader’s social and economic background and support from home had all helped shape reading performance. It is not unusual for school students in many Asian countries to receive after-school tuition in various areas of the curriculum to boost performance in impending examinations. The study reported here focussed (1) on the Chinese language reading attainment of students who had attended private tutoring classes after school in this subject against the scores of fellow students who had not and (2) asking whether such after-school tutoring had been of any notable benefit to their reading. Although a majority of the parents questioned said they paid for extra tuition for their children after school, analyses of the data found there was a statistically significant difference between the scores of students who received extra tuition and those who did not, the score of the latter group being superior. It is suggested that the Hong Kong education authorities reassure parents about the quality of teaching in primary schools and publicly pronounce on the potential value of after-school private tutoring.en_US
dc.languageengen_US
dc.publisherSpringer Netherlands. The Journal's web site is located at http://www.springer.com/education/journal/12564en_US
dc.relation.ispartofAsia Pacific Education Reviewen_US
dc.rightsThe original publication is available at www.springerlink.comen_US
dc.titleTo what extent does Hong Kong primary school students’ Chinese reading comprehension benefit from after-school private tuition?en_US
dc.typeArticleen_US
dc.identifier.emailTse, SK: sktse@hku.hken_US
dc.identifier.authorityTse, SK=rp00964en_US
dc.identifier.doi10.1007/s12564-013-9307-4en_US
dc.identifier.hkuros233364en_US
dc.identifier.volume15en_US
dc.identifier.issue2en_US
dc.identifier.spage283en_US
dc.identifier.epage297en_US
dc.identifier.isiWOS:000338131700012-
dc.publisher.placeNetherlandsen_US

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