The Impacts of After-School Supplementary Tutoring on the Academic Transition among Junior High School Students

• Main Authors: HUANG, GING-YING, 黃晶瑩
• Other Authors: LIN, FU-GONG
• Format: Others
• Language: zh-TW
• Published: 2018
• Online Access: http://ndltd.ncl.edu.tw/handle/9byzyv

碩士 === 國防醫學院 === 公共衛生學研究所 === 106 === Abstract Background:Taiwan has implemented a series of education reforms in the past few decades in order to reduce students’ pressure from further studies and schoolwork. The Ministry of Education has been continuously amending the contents of its curriculum and the ways of admission to a higher level of studies. However, students’ academic pressure still increases rather than decreases. Although supplementary tutoring is regarded as a source of pressure for students in Taiwan, most junior high school students still choose to attend cram schools in the hope of improving their academic achievements. So far little literature has addressed the impacts of such out-of-school tutoring on junior high school students’ academic transition (to senior high school, to technical and vocational education, or simply not pursuing any studies further). This research aims to understand whether junior high students’ after-school tutoring would affect their academic transition after graduation. Objectives: 1.To understand the general situation of junior high school students’ after-school supplementary tutoring. 2.To understand the impacts of junior high school students’ supplementary tutoring on their academic transition.   Methodology:This research adopts the longitudinal study design, making use of the results from the Taiwan Youth Project (TYP) database’s questionnaires administered to student respondents during the academic years of 2000-2003. I will discuss whether junior high students’ out-of-school supplementary tutoring would affect their academic transition. Results: 1.This research surveyed a total of 2,211 junior high school graduates, with 50.5% male and 49.5% female. The percentages of their transition to the next level of studies after graduation are: 46% to senior high schools, 50.3% to technical and vocational schools, and 3.7% not pursuing studies further. Among these subjects, those who later became senior high students have the highest percentage of attending after-school tutoring, followed by those who later entered technical and vocational school students. Those who did not pursue further studies have the lowest percentage of supplementary tutoring. 2.Participation at after-school supplementary tutoring during junior high years significantly affects academic transition. Compared with students with 0 year of supplementary tutoring, those with 3 years of tutoring have approximately six times the opportunity to pass on to further studies (OR=5.21), those with 2 years of tutoring have approximately five times the opportunity (OR=4.54), and those with 1 year of tutoring have nearly twice the opportunity (OR=2.07). 3.Participation at after-school supplementary tutoring during junior high years significantly affects academic transition to senior high as well as to technical and vocational education. Compared with students with 0 year of supplementary tutoring, those with 3 years of tutoring have approximately eight times the opportunity to go on to senior high school (OR=7.7), and three times the opportunity to go on to technical and vocational school (OR=2.76). Those with 2 years of tutoring have approximately five times the opportunity to go on to senior high school (OR=5.11), and three times the opportunity to go on to technical and vocational school (OR=3.43). Those with 1 year of tutoring have nearly twice the opportunity to continue with senior high education (OR=2.12) or with technical and vocational education (OR=2.16). Conclusion and suggestions:Attending cram school significantly affects students’ academic transition, especially for transition to senior high school. Students who wish to continue with senior high education are advised to seek out-of-school supplementary tutoring earlier according to their personal needs, in order to improve their academic performance and to be admitted to their ideal school. Keywords: after-school supplementary tutoring, academic performance, technical and vocational education, academic transition