Effects of Private Tuition on the Academic Achievement of Secondary School Students in Subject of Mathematics in Kohat Division, Pakistan

Abstract

Research reveals that private or home tuition after school time plays a crucial role in strengthening and improving student's academic achievement. The purpose of the study was to explore the effects of private tuition on the academic achievement of students in subject of mathematics at secondary school level. All the students at secondary school level in Kohat Division (Pakistan) constituted the population of the study. The study was delimited to the students of Government High School Ahmadi Banda Karak only. Fifty students of class 09 were selected as sample of the study. Sample students were divided into two groups i.e. control group and experimental group by equating them on the basis of their previous knowledge in subject of mathematics as determined through a pre-test. Each group was composed of 25 students. Students of the experimental group were engaged in tuition for two hours after school time. The study was experimental in nature therefore, " The pre-test-post-test Equivalent Groups Design " was used for the collection of data. Statistical tools i.e. the mean, standard deviation and differences of means were computed for each group. Significance of difference between the mean scores of both the experimental and control groups on the variable of pre-test and post test scores was tested at 0.05 levels by applying t-test. After statistical analysis of the data, the researchers concluded that there is significant positive effect of private tuition on the academic achievement of students in subject of mathematics at secondary school level. Based on the findings, it was recommended that parents should arrange private tuition for their children to move up their achievement level in subject of mathematics.

Full text

Qaiser Suleman, Ishtiaq Hussain. (2014). Effects of Private Tuition on the Academic
Achievement of Secondary School Students in Subject of Mathematics in Kohat
Division, Pakistan. Journal of Education and Learning. Vol.8 (1) pp. 29-40.
Effects of Private Tuition on the Academic Achievement of
Secondary School Students in Subject of Mathematics in
Kohat Division, Pakistan
Qaiser Suleman *
Kohat University of Science & Technology Kohat,
Khyber Pakhtunkhwa, (Pakistan)
Ishtiaq Hussain **
Kohat University of Science & Technology Kohat,
Khyber Pakhtunkhwa, (Pakistan)
Abstract
Research reveals that private or home tuition after school time plays a crucial role in strengthening and improving
student’s academic achievement. The purpose of the study was to explore the effects of private tuition on the
academic achievement of students in subject of mathematics at secondary school level. All the students at
secondary school level in Kohat Division (Pakistan) constituted the population of the study. The study was
delimited to the students of Government High School Ahmadi Banda Karak only. Fifty students of class 09 were
selected as sample of the study. Sample students were divided into two groups i.e. control group and experimental
group by equating them on the basis of their previous knowledge in subject of mathematics as determined through a
pre-test. Each group was composed of 25 students. Students of the experimental group were engaged in tuition for
two hours after school time. The study was experimental in nature therefore, “The pre-test-post-test Equivalent
Groups Design” was used for the collection of data. Statistical tools i.e. the mean, standard deviation and
differences of means were computed for each group. Significance of difference between the mean scores of both
the experimental and control groups on the variable of pre-test and post test scores was tested at 0.05 levels by
applying t-test. After statistical analysis of the data, the researchers concluded that there is significant positive
effect of private tuition on the academic achievement of students in subject of mathematics at secondary school
level. Based on the findings, it was recommended that parents should arrange private tuition for their children to
move up their achievement level in subject of mathematics.
Keywords: Effects; Private Tuition; Academic Achievement; Secondary School Students; Mathematics
* M.Phil (Education), Institute of Eduation & Research, Kohat University of Science & Technology Kohat, Khyber
Pakhtukhwa, Pakistan
Email: look_for_reality@yahoo.com
Phone: 0092-3139043454
** Assistatnt Professor, Institute of Eduation & Research, Kohat University of Science & Technology Kohat,
Khyber Pakhtukhwa, Pakistan
Email: dr.ishtiaqkust@gmail.com
Phone: 0092-3335161441

30 Effects of Private Tuition on the Academic Achievement of Secondary School Students in
Subject of Mathematics in Kohat Division, Pakistan
INTRODUCTION
In Pakistan, majority of the parents provides tuition facilities for their children to improve their
academic performance. There are some reasons for which they arrange tuition for their children. Firstly,
some parents are uneducated or illiterate and secondly some parents are educated but have no time and
remain too much busy to improve their economical position. Therefore, they come late to their homes. It
is a reality that parents spent a lot of their economy on their children education but they are not able to
look after their academic activities. Research shows that parental involvement and participations play a
fundamental role in increasing the level of educational attainment of their children. Parents engage
some tutors at home for making up the academic deficiencies and for increasing the academic abilities
of their children. For this purpose, professional tutors are appointed for tutoring the children at home
and gradually this trend of tutoring is being converted into a tradition rather an academic requirement
(Atta, et al., 2011).
Home tuition is regarded as a very important instrument for the educational achievements of
children. At secondary school level, students require guidance to compete with their class fellows and to
get admissions in the most reputed and highly ranking educational institutions. In addition, it is very
imperative to provide assistance to the students to do their homework properly which is assigned to him
by the teachers. Furthermore, at secondary school level, courses are lengthy and tough therefore, it
requires proper guidance and continuous supervision from parents. Home tuition is the best solution to
these problems. Hence home tuition facilities should be provided to children whose parents are not able
to participate with them in their academic activities. In addition, there are a lot of tuition academies,
centers and coaching centers which are available in almost every corner of the urban as well as in rural
areas of the country. These academies and centers provide teaching and guiding help in all the subject
areas. But home tuition is regarded as more effective and successful because in tuition academies,
students are put together in large group to tutoring purpose and hence individual attention is ignored
(Atta, et al., 2011).
Now-a-days, in Pakistan, trend of home or private tuition is commonly observed in almost
every corner of the rural and urban areas especially in subject of mathematics because mathematics is
tougher as compared to the other subjects. The main reasons of this trend are the poor performance of
teachers, lack of mathematics teachers in institutions, extraordinary involvement of students in co-
curricular activities etc. This is why majority of the parents especially in urban areas arrange private
tuition for their children to raise the level of their academic achievement, to make up their academic
deficiencies and to keep them busy.
The current research paper was specially designed to explore whether home or private tuition is
beneficial in subject of mathematics or not. The principal researcher has been teaching mathematics at
secondary school level for several years and therefore he was interested to conduct research study to
explore the importance of tuition in subject of mathematics at secondary level. The findings of the study
is beneficial for the students at secondary level because the researchers expect that through this study,
the importance and effectiveness of the private tuition in subject of mathematics will be explored and
that is why students at secondary school level will improve their academic performance in subject of
mathematics through private or home tuition.
REVIEW OF RELATED LITERATURE
The review of related literature is divided into two sections i.e. Section – A which is about
mathematics and the section – B is about tuition. So these are discussed section wise as under:
SECTION – A
What is Mathematics?
Mathematics is derived from Greek word “mathema” which means knowledge, study and
learning. It is an area of knowledge which deals with quality, space, structure and change (Free online
Wikipedia). Mathematics is the science of measurement, quality and magnitude. According to the new
English dictionary, mathematics in a strict sense, is the obstruct science which is the basic conception of
spatial and numerical relations. Mathematics also refers to the science of number and space. Its
equivalent in Hindi or Punjabi is “Ganita” which refers to the science of computation or calculation.
Mathematics is a systematized, precise and organized science (Bashir, 2000). Mathematics is a
discipline of accurate, precise and logical analysis which provides us tools to describe, abstract and
deals with the world and world ideas in a logical and intelligent way (Schoenfeld, 1982).
No doubt, mathematics is playing a fundamental role in everyday life. It has affected every
aspect of society. There is no aspect of human life in which mathematics is not involved. Its knowledge
is used in banking, educational institutions, industry, accounts, homes, shops, agriculture, business,

Suleman, Q., Hussain, I. (2013). Journal of Education and Learning. Vol.8 (1) pp. 29-40. 31
science, research etc. There is a general agreement that every child has to study mathematics at school.
Mathematical education is considered very important and crucial because without the application of
mathematics, we cannot imagine a social life. Therefore, children are pressurized to succeed in
mathematics as compared to other subjects i.e. history or geography. That is why mathematics is a
subject of special importance (Sheerazi, 2000). An effective and sound education in mathematics is
essential for any modern knowledge based economy. Mathematics is now playing an important and
crucial role in many areas where it has not formerly played much of role i.e. in biology and social
sciences etc. If we fail to lay proper mathematical foundations during the formative years of childhood
and adolescence, it will become increasingly difficult to cope with this weakness in the later life. The
efforts to deal with these weaknesses and shortcomings during retraining in later life are usually
meaningless and only successful to some extent (Parveen, 2009). Iqbal (2004) stated that the progress in
science and technology is due to the knowledge of mathematics because it has enabled man to send
satellites into space, to on other planets, to communicate through information technology, to launch
guided missiles and send airships without pilots. Thus teaching and learning of mathematics occupies
the important crucial position in social needs.
According to Gall and Hicks (1964), mathematics has played a vital role in science,
technology, industry, business, and agriculture. Mathematical study has been linked with habits of
effective thinking, intellectual independence, aesthetic appreciation and creative expression. Until now
we accepted these objectives and opportunities to become stagnant until the challenges and issues of the
modern world startled as out of our satisfaction. In the contemporary world, mathematics is being
increasingly applied in science, technology, government, industry, economics and education. If a nation
wants to ensure the production of men and women able to deal with the subject of mathematics at these
higher levels, then it has to ensure the provision of proper foundations at secondary level (Farooq, et al.,
2005). Prof. Khawaja Masud stated that when the Soviet Union threw sputnik into the space in 1957
the Americans were astonished. They found out that deficiency in mathematics had let them down.
They overhauled the entire curriculum, putting mathematics and science in its centre. Within a short
period of ten years they landed a man on the moon (Suleman & Latif, 2006). It shows that mathematics
is key subject and therefore it is imperative to pay proper attention on mathematics. Its curriculum
should be reviewed and redesigned so that it may fulfill the emerging needs and demands of the
contemporary society. In this way, soon Pakistan will also stand in the line of the most developed
nations of the world.
Goals and Objectives of Mathematics Education
The national council of teachers of mathematics (NCTM) has identified five main goals which
are essential for the fulfillment of student’s mathematical needs for 21st century. These are described as
under:
 The first goal of mathematics education is to value mathematics. Mathematics should be taught in
such way that ensure for students that mathematics has value for them, therefore they should be
encouraged and motivated to continue studying mathematics as long as they are in school or away
from school. Students should appreciate the cultural, historical, and scientific evaluation and
importance of mathematics. A key to valuing mathematics is personal support and encouragement
for learning mathematics from valued others.
 The second goal of mathematics education is to reason mathematically. Students have to learn, to
collect evidences, make assumptions, to formulate models, invent counter-examples and build
authentic arguments to clarify complex situations. In this way, they will be able to develop an
informed skepticism and sharp insight characteristic of mathematical prospective. Sound reasoning
should be valued as much as student’s ability to explore the accurate results.
 The third goal of mathematics education is to communicate mathematics. For this purpose students
have to learn to read, write and speak about mathematics. As students try hard to communicate their
ideas therefore they learn to clarify, refine and strengthen their thinking.
 The fourth goal of mathematics education is to develop confidence in students’ ability to reason
mathematically. Ability to deal with the mathematical demands of everyday life depends on the
attitudes which students develop toward mathematics. To learn and utilize mathematics, students
must have self-confidence and self-efficiency made on success. Students should be known that
mathematics is a common and well-known human activity.
 The fifth and last goal of mathematics education is to solve problems. Students should be able to
apply a wide range of mathematical methods and techniques to solve problems. Students should be
handed over a wide range of problems which are different in context, length, complexity,

32 Effects of Private Tuition on the Academic Achievement of Secondary School Students in
Subject of Mathematics in Kohat Division, Pakistan
procedures and methods. Students need to recast unclear problems in a form amenable to analysis,
to select proper strategies for the solution of problems, to recognize and formulate several solutions
when that is appropriate, to work with others in getting agreement on solutions that are effective,
useful as well as logical. For productive and useful citizenship, skills in problem solving are very
important (Sheerazi, 2000).
According to Serieux (2000), the following are the main goals of mathematics education:
 To build up the awareness that mathematics is useful and worth learning subject.
 To provide mathematical experiences that will facilitate the students to deal with and understand
their surroundings.
 To develop skills for mathematical problem-solving.
 To promote a sense of achievement in mathematics.
 To provide such learning experiences that stimulates interest in mathematics.
 To develop the capability to think critically and reason logically.
Objectives of Teaching Mathematics at Secondary School Level
At secondary school level, following are the main objectives of teaching mathematics:
 To equip students with the ability to acquire understating of concepts of Mathematics and to use
them for the solution of the problems of the world they live in.
 To make up the sound base of the students in mathematics for specialization at higher levels or to
make them able to utilize it in scientific and technical fields.
 To enable the students to reason consistently, to draw correct conclusions for given hypotheses; and
to inculcate in them a habit of examining any situation critically and analytically.
 To equip the learners with the ability to communicate their thoughts through symbolic expressions
and graphs.
 To build up sense of dissimilarity between relevant and irrelevant data.
 To provide the students with the basic understanding and awareness of the power of Mathematics
in generalization and abstraction.
 To promote the spirit of exploration and discovery in students (Govt. of Pakistan, 2002).
SECTION – B
Concept of Tutoring and Tutor
Tutoring refers to the individuals who are not teachers professionally but they assist and
support the learning of others in an in an interactive, purposeful, systematic and efficient way.
Generally it is performed on a one-to-one basis, in a pair. These tutors can be parents; brothers and
sisters; other family members; other learners from the peer groups and a wide range of volunteers. To
assist others in learning, tutors often learn themselves (Topping, 2000). The function of tutoring is to
assist and facilitate learners. Tutors help or facilitate students to become self-sufficient and independent
learners who can perform on their own. The aim of tutoring is to improve the learning of a student in the
classroom or outside the classroom. A tutor facilitates learning for individuals or small groups. Tutors
are also role models for their learners and they possess knowledge and skills and share them with their
learners. They are expected to assist learners in clarification of concepts by using different techniques
and strategies such as evaluating class materials, discussing the text, working on sample problems, and
predicting test questions (Source: http://www.wcupa.edu).
Tutoring is a very old practice. It was commonly practiced in Ancient Greece and Rome and is
recorded in ancient texts even before them. Over the centuries it has gone up and down in popularity,
but it has never gone away. Tutors do not require to be ‘experts’ in the skill or content they are teaching.
But it is generally better if they know a bit more than as compared to their tutees. However, if tutors are
much more educated and trained than the tutees, they are expected to become bored with the content the
tutee has to learn, and will not gain much themselves (Topping, 2000). Tutoring provides individualized
instruction, customized to learners own way of learning, and an environment in which students progress
at their own speed and receive praise, feedback, and encouragement over what they might receive from
one teacher. Tutoring maximizes time on task, and students see skills demonstrated instead of just
verbalized (Fager, 1996). Atta, et al (2011) conducted a study to know the effects of private home
tuition on educational attainments of students at secondary school level in Dera Ismail Khan (Khyber
Pakhtunkhwa) Pakistan and concluded that there is a significant effect of private home tuition on the
educational attainments of 10th class students for rural and urban schools. They concluded that there is a

Suleman, Q., Hussain, I. (2013). Journal of Education and Learning. Vol.8 (1) pp. 29-40. 33
direct relationship between the two variables i.e. more time spent on tuition more will be the
educational attainment.
A private tutor is a private teacher who teaches a specific educational subject or skill to an
individual student or small group of students. This practice enables a student to enhance his knowledge
or skill for more rapidly than in a traditional classroom situation. These private tutors are frequently
appointed and paid by the student, the student’s family members or an agency. Some of these tutors are
used for remedial students or some are appointed for students who need special attention; many provide
more advanced material for extremely talented and highly motivated students, or in the context of home
schooling. Tutoring also takes place when one adult assists another adult student to study a specific
course or subject that he is taking to get an excellent result. The adult can also let the student work on
his own and can be there if the student has any questions (Free online Wikipedia Encyclopedia).
Trend of home tuition is increasingly adopted in every area of the country especially in urban
areas. In urban areas kidnapping is a common practice therefore majority of the rich parents arrange
tuition for their children at home. In addition, there are various academies and tuitions centers in every
corner of the country to promote quality education. These academies or tuitions centers play a
significant role in raising the achievement level of the students. However, home tuition is more
beneficial and effective as compared to the private tuition which takes place in academies or tuition
centers. Home tuition is safe and student is given special attention individually. Home tutoring is a type
of tutoring that takes place in the home. Tutoring is instruction or receiving guidance by a tutor.
Benefits of Tutoring
According to Ngiam (2010), following are the benefits of private tutoring:
 Students get more attention as compared to the regular classroom activities.
 Due to the private home tuition, the achievement level can be increased.
 With the help of private home tuition, parents can improve the classroom performance of their
children.
 Through private home tuition, communication and interaction between students and teachers
ensured. In this way the students can find the answer of each and every question from their tutor.
 Due to private home tuition, the participation and involvement of the parents can be ensured in
each and every academic activity of their children. mental Educational Services
According to Goh (2010), as each and every child is different and performs differently at home
and in schools. Some children are very talented and some need extra attention. In order to meet this
competency, private home tuition has become essential for each and every student. A brilliant student
needs private home tuition to compete with other while weak students need it for achieving good marks.
There are a number of benefits of private home tuition for both student and parents. Some of them are
described as under:
 Private home tuition causes an additional attention. In traditional classroom system, teachers are
not able to pay their attention individually to each student. In private home tuition, the teachers
provide special attention to the students.
 Private home tuition improves learning styles of the students. Private home tuition assists the
students to build confidence and thus they can accelerate their learning process. That is why it can
be rightly said that private home tuition is very important and crucial for the students to explore the
most effective and useful learning styles.
 Private home tuition improves academic performance of the students. Sometimes the students feel
difficulty in some tough subjects but due to private home tuition, they are able to concentrate more
attention on those difficult subjects. It is recommended that the students should take full advantage
and try different exercises to improve their performance.
 Private home tuition causes personalized relationship. In private home tuition, the students are able
to share their opinions and thoughts and difficulties with their teacher and they feel closer and
inform them about the weaker subjects which are not possible in the regular classroom sessions.
Private home tuition open every communication channel for teachers and students in which they
participate and remove difficulties.
 Private home tuition causes parent’s involvement. In private home tuition, parents are able to keep
track of the performance of their children; also they are able to get involved with the teachers to
observe the progress of their children. Through private home tuition, the parents are being well
informed about each and every activity of their child.

34 Effects of Private Tuition on the Academic Achievement of Secondary School Students in
Subject of Mathematics in Kohat Division, Pakistan
STATEMENT OF THE PROBLEM
The paper under research was specially designed to explore the effects of private tuition on the
academic achievement of secondary school students in subject of mathematics. Therefore, the statement
of the problem was entitled as “Effects of Private Tuition on the Academic Achievement of Secondary
School Students in Subject of Mathematics in Kohat Division, Pakistan”.
OBJECTIVES OF THE STUDY
The objectives of the study were:
1. to explore the effects of private tuition on the academic achievement of students in the subject of
Mathematics at secondary school level; and
2. to suggest workable recommendations for the enhancement of students’ academic achievement in
subject of mathematics at secondary school level
HYPOTHESES OF THE STUDY
The following three null hypotheses were developed for the achievement of above mentioned
objectives:
1. There is no significant different between the performance of control & experimental groups on pre-
test.
2. There is no significant difference between the performance of control & experimental groups on
post-test.
3. There is no significant difference between the performance of control & experimental groups on
retention test.
RESEARCH METHODOLOGY
1. Population of the Study
All the secondary school students in Kohat Division, Khyber Pakhtunkhwa (Pakistan)
constituted the population of the study.
2. Sample & Sampling Technique
Forty students of class 09 of the Government High School Ahmadi Banda Karak were selected
as sample through simple random sampling technique. Sample students were classified into two groups
i.e. control group and experimental group. In each group, 25 students were included.
3. Delimitations of the Study
The study was delimited only to the students of Government High School Ahmadi Banda
Karak. The study was further delimited to the students of 09th class. The study was also delimited to the
following four units in subject of mathematics:
Table 1. Detail of the Units of Mathematics Studied during Experiment
S. No. S. No UNITS
1. Set 3. Factorization
2. Algebraic Expression 4. Matrices
4. Appointment of Teachers for Experimentation
As the study was experimental in nature, therefore, two mathematics teachers having equal
qualifications and teaching experience were selected. Provision of such teachers was a strenuous and
tiring job for the researchers but after great efforts, they succeeded in providing mathematics teachers
with equal teaching experience and qualifications. Both these teachers have been serving in elementary
and secondary education department in Khyber Pakhtunkhwa since 2005. Their qualifications were
M.Sc (Mathematics) and B.Ed.
For the students of experimental group, tuition arrangement was made after school time in
subject of mathematics by the principal researcher himself because he has a vast experience in teaching
of mathematics as he has been teaching mathematics for several years at secondary school level. In this
way, students of experimental group were engaged in tuition for two hours after school time.

Suleman, Q., Hussain, I. (2013). Journal of Education and Learning. Vol.8 (1) pp. 29-40. 35
5. Research Design
Research design is an important stage of a research study. Precise results of a research study
depend upon the effectiveness of research design and instrument. This study was experimental in
nature, therefore, “The pre-test-post-test Equivalent Groups Design” was carried out. According to this
design, subjects are randomly adjusted to the both groups. Following is the symbolic representation of
the design:
R E = O1 T O2
R C = O3 O4
Where R = Denotes for Randomly selected
E = Denotes for Experimental Group
C = Denotes for Control Group
O = Denotes for Observation or Measurement
T = Denotes for the experimental treatment
6. Instrumentation
The study was experimental type and therefore pre-test and post-test technique was used for
the collection of data. To collect data from both groups i.e. control and experimental groups, a question
paper was made in the four chapters of mathematics and then distributed among the participants of both
groups before the treatment as pr-test. Likewise, another question paper was made and distributed
among the students of both groups after treatment as post-test. These two question papers were used as
a research tool.
7. Data Collection
In order to collect data, the researchers along with other two mathematics teachers
administered a pre-test, post-test and then a retention test to the both groups. For this purpose, question
papers were developed covering the four units of the mathematics. In this way, raw data was collected
by the conduction of both tests.
8. Data Analysis
For the analysis of data, raw scores obtained from tests i.e. pre-test, post-test and retention test
were presented in tabular form. Statistical tools i.e., mean, standard deviation, and differences of means
were calculated for each group. Significance of difference between the mean scores of both the
experimental and control groups on the variable of pre-test scores, post test scores and retention test
scores was tested at 0.05 levels by applying t-test.
ANALYSIS OF DATA AND RESULTS
The purpose of the study was to examine the effects of private tuition on the academic
achievement of secondary school students in subject of mathematics. The study was experimental type
and pre-test and post-test technique was used as research instrument. Sample students were classified
into two groups on the basis of pre-test scores i.e., control group and experimental group. Both these
groups were taught by two mathematics teachers. For the students of experimental group, tuition
arrangement was made after school time in subject of mathematics by the principal researcher himself
because he has a vast experience in teaching of mathematics. In this way, students were engaged in
tuition for two hours. This experiment was completed in eight weeks. Then, the researchers along with
two other mathematics teachers administered a post-test immediately to investigate whether students of
experimental group have learnt well as compared to the students of control group. For this purpose the
teachers made question papers covering the four chapters of mathematics which were taught during
treatment for the both groups. After two weeks, the researchers again administered the same post-test
with slight changes in the sequences of the questions as a retention test to the students of both groups. In
this way data was collected and compared. The whole statistical process is explained as under:
Ho 1: There is no significant different between the performance of control and experimental
groups on pre-test.

36 Effects of Private Tuition on the Academic Achievement of Secondary School Students in
Subject of Mathematics in Kohat Division, Pakistan
Table 2. Significance of difference between the mean scores on pre-test of control and experimental
groups
GROUPS N Mean SD SE t-value p-value
EXPERIMENTAL 25 43.64 2.68 0.77 0.052 0.96
CONTROL 25 43.60 2.78
Non-Significant (p>0.05) df = 48 table value of t at 0.05 = 02.01
Table 2 illustrates that the calculated value of t was found to be 0.052 which is statistically
non-significant as it is less than the critical table value of t at 0.05 level. Hence the null hypothesis that
“There is no significant different between the performance of control and experimental groups on pre-
test” is accepted. It unambiguously shows that the students of both groups showed equal performance
on pre-test. It was further explained by the followng graph:
Figure 1. Showing the Mean and SD of Experimetnal and Control Groups on Pre-Test
Ho 2: There is no significant difference between the performance of the control and
experimental groups on post-test.
Table 3. Significance of difference between the mean scores on post-test of control group and
experimental group
GROUPS N Mean SD SE t-value p-value
EXPERIMENTAL 25 91.24 1.88 00.85 27.94* 0.00
CONTROL 25 67.60 3.79
*Significant (p<0.05) df = 48 table value of t at 0.05 = 2.01
Table 3 depicts that the computed value of t was found to be 27.94 which is statistically
significant as it is greater than the critical table value of t at 0.05 level. Hence the null hypothesis that
“There is no significant different between the performance of control and experimental groups on post-
test” is rejected. It clearly indicates that the students of experimental group showed significantly
excellent performance as compared to the students of control group on post-test. It was further clarified
by the following graph:
0
5
10
15
20
25
30
35
40
45
Mean SD
EXPERIMENTAL GROUP CONTROL GROUP

Suleman, Q., Hussain, I. (2013). Journal of Education and Learning. Vol.8 (1) pp. 29-40. 37
Figure 2. Showing the Mean and SD of Experimetnal and Control Groups on Post-Test
Ho 3: There is no significant difference between the performance of control and experimental
groups on retention test.
Table 4. Significance of difference between the mean scores on retention test of control and
experimental groups
GROUPS N Mean SD SE t-value p-value
EXPERIMENTAL 25 86.04 2.51 00.63 33.23* 0.00
CONTROL 25 65.04 1.92
*Significant (p<0.05) df = 48 table value of t at 0.05 = 2.01
Table 4 indicates that the computed value of t was found to be 33.23 which is statistically
significant as it is greater than the table value of t at 0.05 level. Hence the null hypothesis that “There is
no significant different between the performance of control and experimental groups on retention test”
is rejected. It explicitly depicts that the students of experimental group showed significantly excellent
performance as compared to the students of control group on retention test. It was further clarified by
the following graph:
Figure 3. Showing the Mean and SD of Experimetnal and Control Groups on Retention Test
0
10
20
30
40
50
60
70
80
90
100
Mean SD
EXPERIMENTAL GROUP CONTROL GROUP
0
10
20
30
40
50
60
70
80
90
Mean SD
EXPERIMENTAL GROUP CONTROL GROUP

38 Effects of Private Tuition on the Academic Achievement of Secondary School Students in
Subject of Mathematics in Kohat Division, Pakistan
CONCLUSIONS
After statistical analysis of the data, the researchers arrived at the following conclusions:
1. There is a significant positive effect of private tuition on the academic achievement of students in
subject of mathematics at secondary level. Private tuition is very effective in raising the
achievement level of students in subject of mathematics. Furthermore, tuition was found more
effective in clarifying difficult concepts of students in subject of mathematics.
2. The students of experimental group showed surprising better performance than the students of
control group. Private tuition was found to be more effective and useful because each student was
given special attention by the tutor. In addition, it was also found effective in raising the
motivational level of the students. Retention of the students of experimental group was also found
much better than that of the students of control group.
Concluding Remarks
In nutshell, it was concluded that private tuition has a significant positive effect on the
academic achievement of students in subject of mathematics at secondary school level.
RECOMMENDATIONS
Keeping in view the above conclusions, the researchers make some recommendations which
are described as under:
1. As private tuition is very effective in raising the achievement level of the students in subject of
mathematics therefore, it is strongly recommended that parents should arrange home tuition for
their children to increase their achievement level in subject of mathematics.
2. Generally mathematics is considered a very difficult and complicated subject as compared to the
other science subjects therefore it is strongly recommended that educated parents should teach their
children at home or arrange private tuition after school time.
3. Homework plays a remarkable role in strengthening and enhancing student’s academic
performance therefore it is strongly recommended that teachers should assign homework to
students especially in subject to mathematics. In this way students will give time to study at home
to complete their homework. In addition, mathematics teachers are advised to arrange weekly test
to enhance the performance of students in subject of mathematics. In this way, students will be
bound to study at home.
4. Extraordinary involvement in co-curricular activities especially cricket and volleyball badly effects
students’ academic performance. Therefore, it is strongly recommended that students should not be
allowed for extraordinary involvement in co-curricular activities. Parents can play this role and they
are advised to forbid their children from playing cricket and other games like football, volleyball.
Parents are also advised to pay full attention on their children education at home. They should
develop a time table for their children regarding homework and studies.
5. Majority of our institutions at secondary school level lack of mathematics teachers. In addition,
majority of the in-service mathematics teachers are not competent and possess poor knowledge and
teaching methodologies that is why students show unsatisfactory performance in subject of
mathematics. Therefore it is strongly recommended that competent mathematics teachers should be
appointed through competitive and transparent examination.
6. Appointment of the teachers should be made according to the strength of students so that teachers
may pay proper attention to each student individually. In this way, student’s academic achievement
in subject of mathematics will be improved.
7. In-service mathematics teachers should be given special training in mathematics and teaching
methodologies to enhance their teaching performance.
Recommendations for Further Studies
The researchers make the recommendations for future study which are described as under:
1. It is recommended that such type of study should be conducted at elementary, higher secondary and
tertiary level.
2. It is also recommended that such type of study should be conducted in other districts and provinces
of the country as well as in other subjects i.e., English, chemistry, biology, physics etc.
3. It is also recommended that such type of study should be conducted on female population at
elementary, secondary and higher secondary level.

Suleman, Q., Hussain, I. (2013). Journal of Education and Learning. Vol.8 (1) pp. 29-40. 39
References
Ainley, J., Graez, B., Larg, M & Batten, M. (1995). Socioeconomic Status and school education.
Melbourne: Australian Council for Educational Research.
Atta, M. A, Jamil, A, Rehman, J., Ayaz, M., Saeed, A. & Shah, M. A. (2011). Effects of Private home
tuition on Educational Attainments of Students at Secondary School Level. World Applied
Sciences Journal, 13(6): 1486-1491.
Bashir, T. (2000). Need Assessment of Mathematics Laboratory: Perception of the Teachers.
Unpublished M.Phil thesis. University of Arid Agriculture Rawalpindi. (Pakistan), p. 1-2
Bray, Mark. (1999) “The shadow education system: private tutoring and its implication for planners”.
International Institute for Educational Planning series: Fundamentals of Educational Planning-
61. Paris: UNESCO.
Callahan, W.J. (1971). Adolescent attitudes towards mathematics, Mathematics Teacher, 64: 751-755.
Fager, J. (1996). Tutoring: Strategies for Successful Learning. Portland, OR: Northwest Regional
Educational Lab.
Farooq, C.M., Choudhury, S.A.H & Mahmood, A. (2005). Comparison of Impact of Activity Based and
Traditional Method of Teaching on Achievement of Mathematics in Bulletin of education and
Research. V.27 No.2. Institute of Education Research University of Punjab Lahore (Pakistan)
p. 58.59
Gall, M. and Hicks, W.V. (1964). Modern Secondary Education American Book Company, New York,
p. 184.
Govt. of Pakistan (2002). National Curriculum Mathematics for IX-X. Islamabad: Ministry of
Education, Curriculum Wing.
Husen, T. (1967). International Study of Achievement in Mathematics: A comparison of Twelve
Countries (Vols. 1&2) New York: John Wiley.
Iqbal, M. (2004). Effect of Cooperative Learning in Academic Achievement of Secondary School
Students in Mathematics (Unpublished P.hD. thesis) University of Arid Agriculture
Rawalpindi (Pakistan), pp. 2-3
Kulm, G. (1980). Research on Mathematics Attitude. In: R. J. Shaum way (Ed.) research in
Mathematics Education (p. 356). Reston, V.A: National Council of Teachers of Mathematics.
Serieux, J. (2000). Mathematics Introduction to Revised Curriculum for Mathematics Education.
www.eduactiongov./c/edu.com/mathematics.htmal
Sheerazi, S. S. A. (2000). Re-orientation of Mathematics Teaching: An Experimental Study. Ph.D
Thesis, Hamdard Institute of Education & Social Sciences, Hamdard University Karachi
(Pakistan). p. 16-17: 99
Suleman, Q. & Latif, S. (2005). A-One Mathematics Guide/Class Notes for Class 10. Latif Brothers
Publishers Qissa Khawani Peshawar, Pakistan. p. 366
Topping, K. (2000). Tutoring: by the International Academy of Education (IAE), Palais des Academies,
1, rue Ducale, 1000 Brussels, Belgium, and the International Bureau of Education (IBE), P.O.
Box 199, 1211 Geneva 20, Switzerland. UNESCO
Tran, Thu Ha, Tran Tuan, Trudy Harpham, Pham Thi Lan, Tran Duc Thach, Sharon Huttly, and Anne
McCoy. (2005). Extra Classes and Learning Outcomes of Eight-year-old Children in Vietnam.
Young Lives working paper No. 29.
Websites Used:
* Goh, C. 2010. http://www.hometuitionsinsingaprore.net
* Ngiam, F. 2010. http://www.articlesbase.com/homeschooling-articles/the-advantages-of-home-
tuition-for-your-childs-growth-1123558.html#ixzzlERxiYmN
* http://webhome.crk.umn.edu/students/ubar002/tutortraining/tutorMod1.html
* http://en.wikipedia.org/wiki/In-home_tutoring

40 Effects of Private Tuition on the Academic Achievement of Secondary School Students in
Subject of Mathematics in Kohat Division, Pakistan
* http://en.wikipedia.org/wiki/Tutor
* http://www.wcupa.edu/ussss/larc/tutoring.asp