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Characteristics of tuition in two Singapore secondary schools
Author
Gan, Kok Soon
Supervisor
Quigley, Martyn
Abstract
The phenomenon of tuition is not new, as it has been practiced for quite a number of years in many parts of the world. In Singapore, tuition has become a part of the total education system as both parents and pupils demand tuition in the hope that it will bring about higher academic achievement. This dissertation examines a total of 264 pupils from a low-achieving school and 346 pupils from a high-achieving school that participated in the study.
One-way analyses of variance (ANOVA) were used to analyse the differences in mathematics achievement scores between two groups of pupils from a low-achieving school, those who received tuition and those who did not. Findings revealed a small but significant difference in mathematics achievement scores between these two groups of pupils. In addition, pupils' attribution beliefs, motivation orientation and self-efficacy among the three streams were also compared.
In the high-achieving school, pupils were compared on their attribution beliefs, level of motivation and self-efficacy. The results suggested that pupils who did not receive tuition tended to believe they possessed greater inherent talent in solving mathematics problems and experienced greater enjoyment in mathematics lessons than those who did receive tuition.
One-way analyses of variance (ANOVA) were used to analyse the differences in mathematics achievement scores between two groups of pupils from a low-achieving school, those who received tuition and those who did not. Findings revealed a small but significant difference in mathematics achievement scores between these two groups of pupils. In addition, pupils' attribution beliefs, motivation orientation and self-efficacy among the three streams were also compared.
In the high-achieving school, pupils were compared on their attribution beliefs, level of motivation and self-efficacy. The results suggested that pupils who did not receive tuition tended to believe they possessed greater inherent talent in solving mathematics problems and experienced greater enjoyment in mathematics lessons than those who did receive tuition.
Date Issued
2003
Call Number
LC41 Gan
Date Submitted
2003