Zhang Yuhuan, Cui Chengcheng, He Yahan, Wang Lidong
School of Mathematics and Statistics, Henan University, Kaifeng, China.
School of Mathematical Sciences, Beijing Normal University, Beijing, China.
ZDM. 2022;54(3):737-747. doi: 10.1007/s11858-022-01346-6. Epub 2022 Mar 17.
Most parents consider private supplementary tutoring (PT) as an effective means of improving academic achievement. However, previous studies on this method have produced either partial or inconclusive results on its effectiveness. Thus, in the present study we conducted a comprehensive analysis of the learning of middle school students in China, with specific focus on the final year of middle school. The analysis was based on a specially designed longitudinal survey of private supplementary tutoring in mathematics. An analysis using hierarchical linear regression showed that regular private tutoring, throughout the school years, could have a minor effect on students' mathematical achievements by the final year of middle school. These results suggest that parents should make careful choices for their children's private tutoring, and the government must issue comprehensive, professional guidelines to regulate the private tutoring industry. Moreover, other countries could find major take-aways from the Chinese experience of private tutoring for enhancing students' mathematical performances.
大多数家长认为课外补习是提高学业成绩的有效方式。然而，此前关于这种方式有效性的研究结果要么不全面，要么没有定论。因此，在本研究中，我们对中国中学生的学习情况进行了全面分析，特别关注初中最后一年的情况。该分析基于一项专门设计的关于数学课外补习的纵向调查。使用分层线性回归进行的分析表明，在整个学年定期参加课外补习，到初中最后一年时对学生的数学成绩可能有轻微影响。这些结果表明，家长应为孩子的课外补习做出谨慎选择，政府必须出台全面、专业的指导方针来规范课外补习行业。此外，其他国家可以从中国课外补习提高学生数学成绩的经验中获得重要启示。
