TABLE 7 - uploaded by Aysit Tansel
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MAXIMUM LIKELIHOOD PROBIT ESTIMATES OF RECEIVING PRIVATE TUTORING AND GETTING PLACED AT A UNIVERSITY PROGRAM, TURKEY, 2002
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There is an excess demand for university education in Turkey. Highly competitive university entrance examination which rations the available places at university programs is very central to the lives of young people. In order to increase the chances of success of their children in the university entrance examination parents spend large sums of mone...
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Context 1
... first part of the Table 7 gives the coefficients and the associated marginal effects for the probit estimation of receiving private tutoring. The dependent variable takes the value of one if the applicant received private tutoring during his/her last year in high school and zero otherwise. ...
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Citations
... The affective dimension of private tutoring refers to states such as optimism, fear, anxiety (Davis, 2013), motivation (Bray, et al., 2013) and stress (Suante, 2017). The socioeconomic dimension of private tutoring refer to states such as gaining status, inequality in education Ireson, 2011), family income and education (Bray, 1999;Kenayathulla, 2013;Tansel & Bircan, 2005) and disruption of the system (Suante, 2017). The imperative dimension of private tutoring refers to tendencies to private tutoring due to reasons such as competition (Saracaloğlu, et al., 2014;TED, 2010), gaining social status (Yıldızhan, 2015), increasing academic success (Silova, 2009) and enabling families to discharge from the responsibility (Rutz & Balkan, 2016). ...
... The Ted report (2010) underlines that taking private tutoring has decreased to year one grade in primary school. While the concept of private tutoring is mentioned in educational concepts to this extent, there are very few number of studies in Turkey dwelling on private tutoring (Altinyelken, 2013;Gündüz 2003Gündüz , 2006Koçak, 2022;Nagac & Guc, 2015;Tansel & Bircan, 2005, Bircan, 2008Yıldız, et al., 2022). When these studies are considered, it is evident that most of them refer to the term training centers as private tutoring. ...
... This finding is in line with the finding underlined by Kim and Lee (2001) stating that female students tend to private tutoring more than male students. However, other studies state that male students prefer private tutoring more than female students (Gündüz, 2003;Lee, 2013;Tansel & Bircan, 2005). It is known that there is gender-based injustice in general on educational investments. ...
The purpose of this study is, based on various variables, to determine differentiation in private tutoring tendencies of 12th grade students and their opinions about private tutoring. Mixed method sequential explanatory design was used in this study because both quantitative and qualitative methods were included. Collecting qualitative data depends on quantitative data. Thus, explanatory sequential design, one of the mixed methods, was used. The quantitative study group consists of 717 students in 12th grade secondary school studying in different schools types in İstanbul. Quantitative data were collected through stratified sampling method. The qualitative study group consists of 11 students selected according to quantitative data. The maximum variation sampling method was preferred for collecting qualitative data. The “Private Tutoring Tendency Scale” was used for collecting quantitative data; the semi-structured interview form developed by the researchers was used for collecting qualitative data. The SPSS 22.0 software was used in analyzing the quantitative data. Microsoft Excel and Nvivo 8 software were used for qualitative data analysis. The content analysis was preferred for conducting qualitative data analysis. According to the study results, it was observed that; there is significant difference in private tutoring tendency levels of the participants with respect to the gender and private tutoring experience variables. When qualitative findings are considered, it is evident that opinions of the participants are mainly gathered under the titles; reason for private tutoring tendency, general opinions on private tutoring and methodological opinions on private tutoring.
... Los efectos positivos de la tutoría en el aprendizaje en la enseñanza superior se han demostrado claramente en estudios previos (Budé et al., 2009;Halttunen, 2003;Tansel & Bircan, 2005) y por lo tanto es una herramienta pedagógica que no se debe subestimar en la universidad. Además, la utilización de las nuevas tecnologías ha conllevado el desarrollo de la tutoría virtual, que no implica un encuentro presencial entre docente y estudiante y de la que se han puesto de manifiesto sus ventajas (Osman, 2010;Yábar et al., 2006). ...
... La tutoría como técnica pedagógica en la enseñanza universitaria ha sido objeto de estudio dando como resultado multitud de tesis, proyectos de investigación, monografías y artículos, entre otros (López-Gómez, 2017). Aunque inicialmente su estudio se abordaba desde un punto de vista teórico, intentando profundizar en el papel que debe desempeñar el docente cuando se enfrenta las tutorías, ya que al final pretende facilitar a los estudiantes la asimilación de mayores conocimientos y mejorar su aprendizaje (Budé et al., 2009;Halttunen, 2003;Tansel & Bircan, 2005). Para conseguir este fin es necesario que el docente/tutor desarrolle sus competencias y habilidades, con lo que también se han investigado los distintos comportamientos que puede adoptar para tener una influencia productiva sobre los resultados de los alumnos, lo que se denomina la teoría del desempeño del tutor (Carter & Yam, 2013). ...
La tutoría es una herramienta clave en la enseñanza universitaria que ha evolucionado hacia tutoría virtual. El objetivo del presente trabajo es realizar una clasificación de las tutorías virtuales, para posteriormente analizar si vienen determinadas por el sexo de los estudiantes, el hecho de que se trate de un trabajo fin de grado o máster, o el medio concreto a través del que se realizan. Para ello se ha confeccionado un base de datos con 807 tutorías virtuales en asignaturas de contabilidad, a partir de la que se ha realizado una clasificación de las mismas y un análisis explicativo con un modelo de regresión categórica con escalamiento óptimo. Las principales conclusiones obtenidas subrayan que la tutoría virtual se sigue utilizando con fines académicos y sobre todo la importancia que cobra este tipo de tutoría en la asignatura de trabajos finales.
... Contrary to the mounting literature on shadow education and its different forms across the world including Asia (Bray, 1999;Bray & Lykins, 2012;Stevenson & Baker, 1992), Mediterranean countries , and European countries (Bray, 2021), shadow education phenomenon has attracted scholars in Turkey, particularly within the last two decades (e.g. Baştürk & Doğan, 2010;Berberoğlu & Tansel, 2014;Gök, 2005;Tansel, 2013a;Tansel & Bircan, 2005). First founded in the early 1930s as adult training institutions, dershanes evolved into shadow education institutions that prepared students for the high-stakes tests in Turkey. ...
... Previous research on dershanes reported a significant positive relationship between receiving private tutoring and getting placed in an undergraduate program (e.g. Berberoğlu & Tansel, 2014;Tansel & Bircan, 2005). In this regard, Gök (2010) argues that private tutoring centers adopted a teaching method that was based on memorization and getting familiar with certain questions and their answers. ...
... Although the school tuition at BHS was lower than the elite private schools, enrolment at those schools required a certain amount of education expenditure. This finding indicates that the transformation policy decision did not reach its intended goal which was to eliminate educational inequalities caused by the existence of dershanes (Berberoğlu & Tansel, 2014;Education Reform Initiative, 2018;Gök, 2010;Tansel, 2013b;Tansel & Bircan, 2005). ...
This study situates how shadow education has become more
visible in Turkey after an educational policy change in 2014 that
regulated the closure of private tutoring centers –dershanes- and
their transformation into a new type of private school called Basic
High School - Temel Lise. In this multiple-case study, we
interviewed school stakeholders and observed various processes
such as classes and recitation hours at five Basic High Schools in
Ankara, Turkey. The findings mainly revealed that Basic High
Schools had a dual education structure in which the formal
curricula were implemented and students were prepared for the
university entrance examination, with an emphasis on the latter.
Teaching to test was prioritized in these shadow schools for profit
while most of the aspects of school quality were neglected. Further,
since these schools were categorized as private schools, the school
fee for these schools, although lower than the elite ones, was
affordable for middle and high-socio-economic-status families.
Such an approach, we conclude, exacerbated existing educational
inequalities in Turkey while widening the achievement gap on the
university entrance examination between students from different
socioeconomic classes. The findings of this study might help
educators and policy-makers in the organization of the schooling
process at private schools to eliminate educational inequalities
while ensuring quality education for all.
... Dolayısıyla literatürde okul dışı eğitimlerin eşitsizliklere yol açtığı (Tansel ve Bircan, 2005), yüksek sosyoekonomik düzeyli aile çocuklarını avantajlı konuma getirdiği vurgulanmaktadır (Tsiplakides, 2018;Zhang ve Bray, 2018). Bu nedenle, yapılacak çalışmalarda, farklı okul dışı eğitim hizmetlerine devam eden çocukların sosyoekonomik arka planının incelenmesi önerilmektedir (Tansel, 2013 (Greene, 2008: 842-843). ...
Education is the most important power that improves the quality of life. For this reason, families resort to different ways, such as sending their children to private courses, taking private lessons for their children, or getting them to participate in courses and to receive one to one tutorial at schools for reasons such as providing their children with a better education, helping them learn what they haven't been able to learn in school education services. In the current that the head of the household takes for his/her child for such purposes. To this end, B micro data set from the "Life Satisfaction Survey" conducted in 2018 was used. The sample of the current study is comprised of 336 households. In the analsis of the collected data, the Multinomial Logit Model was used. As a result of the estimation made with the Multinomial Logit Model, it was found that different socio economics factors were effective on the choice of type of courses. In the selection of the private course, the age, marital status and education variables were found to be effective; in the selective of school course, the age variable was found to be effective; in the selection of the private tuition, the size of household and marital status were found to be effective; in the selection of the remedial courses, the income variable was found to be effective and in the selection of remedial courses together with school courses, the age and education variables were found to be effective.
... There are several educational, economic, and cultural factors that affect the demand for PT. The high-stake tests are the most widely given reason to receive PT (Azam, 2016;Bray et al., 2014;Kim & Lee, 2010;Stevenson & Baker, 1992;Tansel & Bircan, 2005). Hajar (2018) states that PT is perceived as a powerful tool that will provide an advantage in school entrance exams; increases the interest of students in learning, and help them gain an advantage in the competitive environment that creates pressure on their parents and themselves in addition to receiving efficient education. ...
This article explores the process, reasons, and determinants of private tutoring as perceived by the high school students in Şanlıurfa, Turkey. This is a survey study and the quantitative data for the study was collected with a questionnaire from 1329 high school students during the spring semester in 2019. According to the findings, almost half of the participants reported having received private tutoring at private teaching institutions in the last year. The most popular subjects for private tutoring were math, science, and Turkish. Exam-focused learning, poor classroom teaching were reported as the most important reasons behind receiving private tutoring. The individuals who referred most of the participants to private tutoring were the parents. Besides, it was determined that as age, grade, father and mother’s education level, level of income, and parents’ belief in the need for education increases, the likelihood of receiving private tutoring increases; as satisfaction level with the school decreases, students are more likely to participate in private tutoring. Also, it was found out that female students spent on private tutoring more than male students. It is concluded that the demand for private tutoring in Turkey is high, and this may be due to the university entrance system based on high-stakes testing.
... PSE offers private, fee-paying supplementary education for academic subjects beyond school walls [1][2][3]. Hence, one of the primary purposes of PSE participation is to obtain high scores at the nationally administered school or college entrance examination, especially in countries where the competition for enrolling into a more prestigious high school or university is fierce [1, [4][5][6][7]. Education researchers noted the prevalence of PSE participation in East Asian countries in the 1990s [8,9]. However, PSE participation has become a worldwide phenomenon in the 21st century [3,10]. ...
... Previous PSE research, in general, has shown the positive effect of PSE on students' academic achievement [6,7,13,20,21] and entrance examination [2][3][4]8,22,23]. The positive effect of PSE on academic performance may relate to additional learning resources and opportunities outside the school walls. ...
... The present study contributes to understanding the potential trade-off between school achievement and mental health by identifying various long-term PSE participation patterns in junior high based on students' self-reported experiences. As would be expected from the previous literature, PSE participation tends to increase students' school achievement [2,4,6,7,[20][21][22]. However, previous work has overlooked the potential "side effect" of PSE on young people's mental health. ...
The effect of shadow education or private supplementary education (PSE) on school achievement has been prolifically studied, but its impact on well-being remains understudied. This study examines the heterogeneous effect of PSE participation on school achievement and depression symptoms among high schoolers in Taiwan. The study uses panel data of the Taiwan Upper Secondary Database (TUSD) in the 2014 and 2015 academic years. We join the inverse-probability-of-treatment weighting (IPTW) approach and the seemingly unrelated regression (SUR) model to estimate the effects of PSE participation patterns on two correlated outcomes, comprehensive assessment of high school entrance examination and self-reported depression symptoms in the 11th grade. The latent class analysis identifies five PSE participation patterns: always-taker, early-adopter, dropout, late-adopter, and explorer, to predict the effect of PSE on the scores of entrance examination and later depression symptoms in high school (n = 7708, mean age = 15.33). The findings suggest that PSE participation in junior high is positively associated with academic achievement. However, PSE participation also increases depression symptoms, particularly in the case of always-takers. In other words, while always-takers increase their school achievement in transition into high school, their risks of suffering from depression are also higher than their peers.
... Although private tutoring is such a prevalent phenomenon across nations, it is still a neglected field of research (Tansel & Bircan, 2005) even though the international interest in its effectiveness grows continuously (Sohn et al., 2010). Published research mainly exists for East Asian countries (e.g. ...
... Although some studies revealed positive effects on students' academic learning and performance (e.g. Choi et al., 2012;Mischo & Haag, 2002;Sohn et al., 2010;Tansel & Bircan, 2005;Zhan et al., 2013), other empirical findings suggest no significant advantage for students who participate in private tutoring (e.g. Choi et al., 2012;Guill & Bos, 2014;Kang, 2007;Ryu & Kang, 2013;Smyth, 2008) or even negative effects of private tutoring (e.g. ...
The aim of the current study was to investigate the impact of private tutoring on parental involvement and the parent-child relationship. Seventy-six students voluntarily participated in the longitudinal study (38 students newly signed up for private tutoring and a matched control group). Data were collected with a student questionnaire that was applied twice (right before tutoring started; 4 months later). We replicated former research by showing significant correlations between parental variables and students’ motivation and achievement, indicating family variables to be very relevant for students’ academic outcomes. Repeated measures analyses of variance showed no effect of the intervention on students’ perception of parental involvement. However, tutored students reported an enhanced parent-child relationship whereas it declined in the matched control group. These findings provide evidence for differential effects of tutoring on parental involvement and parent-child relationships that imply a number of theoretical and practical implications.
... In Turkey, the competition for highquality higher education still continues. As a result, private tutoring to help high school students prepare for the examinations is a widespread phenomenon in Turkey (Tansel and Bircan Bodur 2005). The costs of these specialised preparatory programs are often high, thus limiting the admissions prospects of students from lower economic backgrounds. ...
The present study explored the relationship between grit, motivational beliefs and self-regulation among undergraduate students in the United States, the United Arab Emirates and Turkey. These factors place the responsibility of learning on the students, rather than the educational environment. As most studies continue to focus on Western, educated, industrialised, rich and democratic populations, the current investigation adds to the extant knowledge of non-cognitive factors in student learning by focusing on international samples in three different cultural contexts to determine if indeed these factors are related in diverse educational environments. Grit significantly predicted the other non-cognitive factors in each of the contexts studied. There was also a positive relationship between the two constructs representing motivational beliefs, namely, self-efficacy and task value, in each of the contexts studied. The relationship between the constructs, however, differed with respect to self-regulation behaviours in the three cultural contexts represented in the study. Possible explanations for these differences are discussed.
... Stevenson and Baker (1992) analyzed representative data of high school juniors in Japan, and found that shadow education in the forms of practice examination, correspondence course, and ronin years would give students more chances to attend university after high schools. Tansel and Bircan (2005) reported that receiving shadow education would increase the chances of university admission by 9% among Turkish students. ...
... Males would benefit from private tutoring in mathematics while female students would not. Among Turkish students, the fact of attending private tutoring significantly improved test scores in mathematics and science, while participating in shadow education at the last year of high school improved students' performance in all tests (Tansel & Bircan, 2005). Using a pre-post-control-group design, Mischo and Hagg (2002) studied the effect of private tutoring in German schools, and reported significant academic performance improvement among students with tutoring in all subjects Studies also explores whether shadow education promotes the national level of students' 7 achievement. ...
... For highest achievement group, shadow education participation is also associated with a decrease in test scores. This finding contradicts most of the previous literature (Ireson & Rushforth, 2005;Kang, 2007;Park et al., 2011;Mischo & Hagg, 2002;Tansel & Bircan, 2005). ...
... There were also differences among the high school types in terms of students' socio-economic characteristics, such that the prestige of a school correlated with the socio-economic level of the family (see Polat 2013b). Educational differences among the different types of high school led to sharp differences in PISA results (Dincer and Uysal 2010; Alacaci and Erbaş 2010;ERG 2009) and university entrance exam success rates (Tansel and Bircan 2005;Gumus 2012a). 10 For example, in the year 2011, 35.3 percent of ordinary high school graduates enrolled at university, in contrast to 66.7 percent of academic high school graduates (see MEB 8 For the historical development and current state of preschool education in Turkey in comparison to other OECD countries, see Agirdag et al. 2015. ...
In her research R. Nazlı Somel focuses on the topic of educational inequality, both from a theoretical perspective and through an empirical analysis. After a review of prominent approaches to educational inequality and their criticism, she offers a novel strategy to study the issue based on Relational Sociology and using the relational approaches of Charles Tilly and Pierre Bourdieu. Three relational characteristics of educational inequality are identified that are its relativity, cumulativeness, and being an organized practice. The author then applies this relational perspective to an in-depth study on an Istanbul primary school, analyses students, teachers and school organization in relation to each other and to Turkish education system and society.
Contents
• Educational Inequality and the Single-School Study
• Major Dimensions of Educational Inequality in Turkey
• Conceptualizing Educational Inequality: A Relational Approach
• A Typology of Student Milieus
• Common Teacher Practices
• The School Organization and its Educational Inequality Mechanisms
Target Groups
• Scholars and students of sociology and sociology of education
• Teachers, education activists, as well as education policy authorities
The Author Dr. R. Nazlı Somel completed her dissertation thesis at humanities and social sciences faculty at Helmut Schmidt University Hamburg in 2019. Her research focus is on educational inequality, education and social change, history and politics of modern education.
