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Journal of Theoretical Educational Science, 16(2), 305-327, April 2023
Kuramsal Eğitimbilim Dergisi, 16(2), 305-327, Nisan 2023
[Online]: http://dergipark.org.tr/akukeg
DOI number: http://doi.org/10.30831/akukeg.1178067
Copyright © 2023 by AKU
ISSN: 1308-1659
Determining Tendency Levels and Opinions of Secondary School
12th Grade Students on Private Tutoring*
Ortaöğretim 12. Sınıf Öğrencilerinin Özel Derse Yönelik Eğilim
Düzeyleri ve Görüşlerinin Tespit Edilmesi
Azmi TÜRKAN** Nadir ÇELİKÖZ***
Received: 20 September 2022 Research Article Accepted: 20 February 2023
ABSTRACT: The purpose of this study is based on various variables (gender and state of taking private tutoring) 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. 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. 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 themes. These themes are reason for private tutoring tendency, general
opinions on private tutoring and methodological opinions on private tutoring. Depending on the findings obtained
within the scope of the research, suggestions were made for the legal regulation and the examination of private
tutoring from different perspectives.
Keywords: Private tutoring, 12th grade students, mixed method, private tutoring tendency.
ÖZ: Bu araştırmanın amacı, 12.sınıf öğrencilerinin çeşitli değişkenlere (cinsiyet ve özel ders alma durumu) göre özel
ders eğilimlerinin farklılaşma durumu ve öğrencilerin özel derse yönelik görüşlerinin tespit edilmesidir. Araştırmada,
nicel ve nitel yöntemler birlikte kullanıldığı için araştırma karma desende tasarlanmıştır. Nitel verilerin toplanması
nicel verilere bağlı olarak gerçekleşmektedir. Bu bağlamda karma yöntemlerden açıklayıcı sıralı desen kullanılmıştır.
Araştırmanın nicel çalışma grubunu İstanbul ilinde farklı okul türlerine devam eden 717 ortaöğretim 12. sınıf
öğrencisi oluşturmuştur. Nicel veriler tabakalı örneklem yöntemi ile toplanmıştır. Nitel çalışma grubunu ise nicel
verilere bağlı olarak seçilen 11 öğrenci oluşturmuştur. Nitel verilerin toplanmasında, maksimum çeşitlilik örnekleme
yöntemi tercih edilmiştir. Nicel verilerin toplanmasında “Özel Ders Eğilim Ölçeği”, nitel verilerin toplanmasında ise
araştırmacılar tarafından geliştirilen yarı yapılandırılmış görüşme formu kullanılmıştır. Araştırma sonucunda
katılımcıların özel ders eğilim düzeylerinde; cinsiyet, okul türü, ve özel ders alma durumu anlamlı farklılık tespit
edilmiştir. Nitel bulgular incelendiğinde ise katılımcılar belirttikleri görüşlerin genel olarak; özel derse yönelim
nedeni, özel derse yönelik genel görüşler, özel derse yönelik yöntemsel görüşler ve çözüm önerileri başlıkları altında
toplandığı tespit edilmiştir. Araştırma kapsamında elde edilen bulgulara bağlı olarak yasal düzenleme ve farklı
açılardan özel dersin incelenmesine yönelik önerilerde bulunulmuştur.
Anahtar kelimeler: Özel ders, 12.sınıf öğrencileri, karma yöntem gölge eğitim, ek öğrenme, özel ders eğilimi,
açıklayıcı sıralı karma desen.
* This article is derived from Azmi TÜRKAN’s PhD dissertation “Secondary School Students’ Tendency to Private Tutoring and
Views of Stakeholders about Private Tutoring”, conducted under the supervision of Nadir ÇELİKÖZ
** Corresponding Author: Dr., Siirt University, Siirt, Turkey, azmiturkan@gmail.com, https://orcid.org/0000-0003-2546-5122
*** Prof. Dr., Yildiz Technical University, İstanbul, Turkey, ncelikoz@gmail.com, https://orcid.org/0000-0003-3826-0070
Citation Information
Türkan, A., & Çeliköz, N. (2023). Determining tendency levels and opinions of secondary school 12th grade students
on private tutoring. Kuramsal Eğitimbilim Dergisi [Journal of Theoretical Educational Science], 16(2), 305-327.
Azmi TÜRKAN & Nadir ÇELİKÖZ
© 2023 AKU, Kuramsal Eğitimbilim Dergisi - Journal of Theoretical Educational Science, 16(2), 305-327
306
It is normal for a competition environment to arise in countries in which passing
between educational stages takes place through exams. In this competitive environment,
students have become obliged to put more effort and spend more time on studying so as
to be placed in a better institution. For this reason, the efforts of individuals to be
successful in the exams have prevented their performance that they need to show in
order to be successful at school. (Turkish Education Association, TED, 2010). Also, as a
natural result of this competition environment, getting additional learning support has
emerged. This increased the demand for private courses and training centers.
Furthermore, additional learning support is offered through private tutoring.
Private tutoring is defined as lessons taken in addition to official school
education parallel with school courses during school days before or after school or
during official holidays and weekends (Bray, et al., 2015). Also, private tutoring is
defined as additional services to their formal education that students buy through
individual means (Demirer, 2011; Ireson, 2004). Bacanlı and Dombaycı (2013) state
that when the education that students receive in public educational institutions is
insufficient, private tutoring is closing this gap by employed, retired or self-employed
teachers. Bacanlı and Dombaycı (2013) also define private tutoring as unorganized
versions of training centers. Hong and Park (2012) define private tutoring as additional
educational service given by a profit-making individual or private entrepreneurs to
families or students so as to improve their course notes or exam successes.
Based on these definitions, a general definition of private tutoring is lessons
given to students by qualified teachers or anyone in person in return of a certain amount
of money so as to fulfill their gaps in specific courses or subjects (TDK, 2017), to
increase their success in schools or exams (Bray, 2009), decrease their academic
anxieties (Addi-Raccah & Dana, 2015), increase their motivation (Guill & Bos, 2014).
According to the definition, it is obvious that private tutoring can have academic,
affective, socio-economic and imperative dimensions.
With respect to the academic dimension, it is evident that taking private tutoring
has effects on the school courses (Bray, 2007), academic success (Silova, 2009; Kuan,
2011) and mental processes (Bray, 2009; Bray & Lykins, 2012) of students. 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 socio-
economic dimension of private tutoring refer to states such as gaining status, inequality
in education (Bray & Kwo, 2014; 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).
When the dimensions of private tutoring are considered, it is evident that private
tutoring gain place in individuals’ lives even more every day. 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 2003, 2006; Koçak, 2022; Nagac & Guc, 2015; Tansel &
Bircan, 2005, Bircan, 2008; Yıldız, et al., 2022). When these studies are considered, it is
Determining Tendency Levels and Opinions of…
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evident that most of them refer to the term training centers as private tutoring. When the
relevant literature is examined; It has been determined that the level of taking private
tutoring has decreased to the level of the first grade of primary school, the tendency to
private lessons has increased in many countries around the world, and there is not
enough work in this field in Turkey. So 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.
Method
Research Design
Mixed method sequential explanatory design was used in this study. According
to Green, et al. (2005), in the field of social sciences the mixed method approach refers
to using more than one analysis methods or purposely collecting data through multiple
methods. Creswell (2002) states joining qualitative and quantitative methods in other
words blending them as a main characteristic of the mixed method. In this study,
collecting qualitative data depends on quantitative data. According to Creswell and
Clark (2014) explanatory sequential design refers to creating qualitative data groups
according to quantitative results.
The quantitative dimension constitutes the first stage. This dimension was
designed according to the descriptive screening model. At this stage the level of private
tutoring tendencies of students and whether or not their private tutoring tendencies
differ according to various variables were examined. The qualitative dimension
constitutes the second stage. It was designed according to the phenomenological design
and. the experiences of the participants about “private tutoring” are the focus of this
study. (Creswell, 2016).
Participants
Quantitative Dimension: Participants:
The sample consists of 717 students studying in Industrial Vocational, Religious
Vocational, Anatolian, Science and Private High Schools within İstanbul. The stratified
sampling method was used in collecting the data. The participants were selected from
İstanbul because it was assumed that this would better reflect the political, cultural and
socio-economic differences in İstanbul society. Rutz and Balkan (2016) state that the
cosmopolitan İstanbul is an advantageous city for making educational observations
because competition and transitions between classes occur highly in this province.
Azmi TÜRKAN & Nadir ÇELİKÖZ
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308
Table 1
Participants School Category-Gender Distribution
Gender
Total
Female
Male
School Category
Low Success X1
5
96
101
Medium Success X2
94
55
149
Medium Success X3
93
78
171
High Success X4
31
23
54
High Success X5
49
32
81
Private School X6
64
84
148
Total
336
368
704
The participants include 717 people; 336 (46.8%) female, 368 (51.4%) male and
13 (1.8%) neuter students (Table 1). 101 (14.2%) participants are in a low success level
school, 323 (45.0%) are in a medium success level school, 135 (18.8%) are in a high
success level school and 154 (21.5%) are in a private school category. 4 (0.5%) students
did not express the school category.
Qualitative Dimension: Participants
The maximum variation method was used in identifying the qualitative
participants of the study. In order to ensure maximum variety, students with medium
level of private tutoring tendency and those are one or two standard deviation over or
under the average were selected for the quantitative dimension. Also, students studying
in public schools-collage and who have taken-not taken private tutoring were selected.
Table 2
Qualitative Interview Distribution
Student
Gender
School Type
Private Tutoring
Tendency
State of Taking Private Tutoring
S1
F
X2
Medium
Yes (Not present, taken before)
S2
M
X2
Medium
Yes (Not present, taken before)
S3
F
X3
High
Yes
S4
F
X3
Low
Yes
S5
F
X1
Medium
Yes
S6
M
X1
Low
Yes
S7
F
X1
Low
No
S8
F
X4
Low
No
S9
M
X5
High
Yes
S10
M
X6
High
Yes
S11
F
X6
Medium
Yes
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According to Table 2, four of the participant students are male and seven are
female. Three of the students have low success level (X1), four have medium success
level (X2 and X3), two have high success level (X4 and X5) and two going on collage
(X6). When private tutoring tendency levels considered, it is evident that four
participant students have low, four have medium and three have high tendency levels. In
addition, two participants did not take private tutoring, two are not taking private
tutoring now but took in the past and seven are presently taking private tutoring. In
Table 2, X1 refers to vocational high school, X2 and X3 refer to Anatolian high school,
X4 and X5 refer to science high school and X6 refer to private school type. Participants
selected from students studying in vocational high schools have low and medium level
private tutoring tendencies, students studying in Anatolian high schools have low,
medium and high private tutoring tendency levels, students studying in science high
schools have low and high private tutoring tendency levels and students studying in
private schools have medium and high private tutoring tendency levels.
Data Collection Instruments
The “Private Tutoring Tendency Scale” developed by Türkan and Çeliköz
(2018) was used for collecting data for the quantitative dimension of the study. The
scale consists of 4 factors and 33 items. Scale item load values range from .82 to .51. It
is seen that the Cronbach Alpha value of the scale is .84 and the test-retest value is .71.
The semi-structured interview form was used for collecting qualitative data of the study.
In the creation of the interview form, a literature review was conducted, and opinions
were received from five field experts. In addition, the opinions of one PCG field expert
to determine the suitability of the questions for the student's level and two Turkish
language teaching field experts were consulted for language clarity.
Data Collection Process
The scales were developed by the researchers to collect quantitative and
qualitative data after obtaining necessary permissions from the Provincial Directorate of
National Education. The scales were collected based on the voluntary principle. Filling
in the scale items took almost 12 minutes. The students were identified by taking into
consideration the private tutoring tendency levels collected from quantitative data
required for collecting qualitative data. The students were contacted through the school
guidance service and interviews were conducted at the school the students attend by
determining the time that fits them. The settings where the students can express
themselves freely and where the interviews can be conducted effectively were
determined by the guidance service. Interviews were done in Turkish language.
Interviews with the participants began by chatting about daily events so that the
participants could give accurate information. In addition, interviews were conducted at
the time and place stated by the participant so that they could express themselves freely.
Ersoy (2016) states that qualitative interviews should take place in settings where the
participants can communicate effectively. The interviews took almost between 33
minutes and 48 minutes. Collecting qualitative data took almost 28 days because the
process was carried out according to the participants’ demands.
Azmi TÜRKAN & Nadir ÇELİKÖZ
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Data Analysis
The SPSS 22.0 software was used in analyzing the quantitative data.
Kolmogorov-Smirnov Test (p=0.20) was used to determine whether the data show
normal distribution and it was found that it provided the assumption of normality.
Descriptive Analyses, Independent Sampling t-test, One-Way Variance Analysis were
conducted in quantitative analyses. Microsoft Excel and NVivo 8 software were used
for qualitative data analysis. The content analysis was preferred for conducting
qualitative data analysis. In this analysis method, similar concepts are gathered and
transferred into themes, thus a whole is created so that the readers can comprehend them
(Yıldırım & Şimşek, 2016). Content analysis is a systematic and repeatable technique
where various words in a text are summarized under small content categories through
codings that are based on specific rules.
Results
Private tutoring tendencies of 12th-grade secondary school students were
examined. Tendency levels of the students are presented in Table 3 according to the
dimensions. Interpretations are presented according to average scores, standard
deviations and averages of the students.
Table 3
Private Tutoring Tendency Averages of Students according to Dimensions
Factor
N
SD
Interpretation
Cognitive Tendency Dimension
692
3.47
.62
High
Affective Tendency Dimension
692
3.34
.65
Medium
Imperative Tendency Dimension
692
2.79
.72
Medium
Socio-economic Tendency
Dimension
692
2.44
.96
Low
Total
692
3.09
.45
Medium
The interpretations for the tendency level scores obtained from the scale were
expressed with statements “Very Low” for 1.00-1.80 score interval, “Low” for 1.81-
2.60 score interval, “Medium” for 2.61-3.40 score interval, “High” for 3.41-4.20 score
interval and “Very High” for 4.21-5.00 score interval. With this respect, it is evident on
Table 3 that student averages for the “Cognitive Tendency Dimension” is 3.47 (High),
“Affective Tendency Dimension” are 3.34 (Medium), “Imperative Tendency
Dimension” is 2.79 (Medium) and “Socio-economic Tendency Dimension” is 2.44
(Low). According to the total score, the private tutoring tendency level average score is
3.09 (Medium). It is evident that private tutoring tendencies of students are generally at
medium level, cognitively high and socio-economically low.
Differentiation states of secondary school 12th grade students according to
gender are examined in Table 4. The Independent Samples t-test was conducted to
identify the differentiation states of private tutoring tendencies of students according to
gender.
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Table 4
Distribution of Private Tutoring Tendencies of Students according to Gender
Factor
Gender
N
SD
SD
t
p
Cognitive Tendency
Dimension
Female
326
3.50
.63
678
1.11
.27
Male
354
3.44
.62
Affective Tendency
Dimension
Female
326
3.43
.63
678
3.95
.00
Male
354
3.24
.66
Imperative Tendency
Dimension
Female
326
2.85
.68
678
2.26
.02
Male
354
2.73
.75
Socio-economic Tendency
Dimension
Female
326
2.53
1.01
678
2.52
.01
Male
354
2.35
.91
Total
Female
326
3.16
.44
678
3.93
.00
Male
354
3.03
.43
According to Table 4, it is evident that while average score of female students is
3.50, average score of male students is 3.44 based on the cognitive tendency dimension.
The difference between score averages of female and male students was not statistically
significant [t(678)=1.11, p>.05]. While average score of female students is 3.43 at the
affective tendency dimension, the score average of male students is 3.24. While score
average of female students is 2.85 at the imperative tendency dimension, the score
average of male students is 2.73. While score average of female students is 2.53 at the
socio-economic tendency dimension, score average of male students is 2.35. When
private tutoring tendencies of the students are considered in general, average of female
students is 3.16 and the average of male students is 3.03. The difference between the
scores of female and male students was observed to be statistically significant in favor
of female students at the affective [t(678)=3.95, p<.05], imperative [t(678)=2.26,
p<.05], socio-economic [t(678)=2.52, p<.05] dimensions and total score [t(678)=3.93,
p<.05]. In other words, female students have more tendency to take private tutoring.
Table 5 presents the differentiation states of secondary school 12th grade
students with respect to the state of taking private tutoring according to the dimensions.
An Independent Samples t-test was conducted so as to examine the differentiation states
of private tutoring tendencies of the students with respect to the state of taking private
tutoring.
Azmi TÜRKAN & Nadir ÇELİKÖZ
© 2023 AKU, Kuramsal Eğitimbilim Dergisi - Journal of Theoretical Educational Science, 16(2), 305-327
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Table 5
Distribution of Private Tutoring Tendencies of Students with Respect to State of Taking
Private Tutoring
Dimension
State of Taking
Private Tutoring
N
SD
SD
t
p
Cognitive Tendency Dimension
Yes
267
3.63
.61
678
5.48
.00
No
413
3.37
.62
Affective Tendency Dimension
Yes
267
3.52
.66
678
5.50
.00
No
413
3.22
.62
Imperative Tendency Dimension
Yes
267
2.88
.76
678
2.76
.01
No
413
2.73
.68
Socio-economic Tendency
Dimension
Yes
267
2.48
.99
678
.88
.37
No
413
2.41
.95
Total
Yes
267
3.22
.46
678
6.16
.00
No
413
3.01
.42
According to Table 5, while average scores of students who take private tutoring
are 3.63 at the cognitive tendency dimension, average scores of students who do not
take private tutoring are 3.37. While average scores of students who take private
tutoring are 3.52 at the affective tendency dimension, average scores of students who do
not take private tutoring are 3.22. While average scores of students who take private
tutoring are 2.88 at the imperative tendency dimension, average scores of students who
do not take private tutoring are 2.73. In addition, when private tutoring tendency total
score averages are considered, average scores of students who take private tutoring are
3.22 and average scores of students who do not take private tutoring are 3.01. The
difference between the scores of students who take and do not take private tutoring are
statistically the cognitive [t(678)=5.48, p<.05], affective [t(678)=5.50, p<.05],
imperative [t(678)=2.76, p<.05] dimensions and total score [t(678)=6.16, p<.05] in
favor of students who take private tutoring. While average scores of students who take
private tutoring are 2.48 at the socio-economic tendency dimension, average scores of
students who do not take private tutoring are 2.41. The difference between student
scores was not observed to be statistically significant [t(678)=.88, p>.05].
When the data collected from student interviews were analyzed, it was observed
that the data were grouped under the “Reasons for Private Tutoring Tendency”,
“General Opinions on Private Tutoring” and “Methodological Opinions” themes. The
category and codes concerning private tutoring tendency reasons of the students are
given in Figure 1.
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© 2023 AKU, Kuramsal Eğitimbilim Dergisi - Journal of Theoretical Educational Science, 16(2), 305-327
313
Figure 1
Secondary School 12th Grade Students’ Opinions on Private Tutoring Tendency
Reasons
According to Figure 1, it is evident that the reasons why students tend to private
tutoring are gathered under categories “Family Based Tendency”, “Course, Exam Based
Tendency”, “System, School, Classroom Based Tendency” and “Teacher, Student
Based Tendency”. The students stated that they resort to private tutoring due to family
guidance and the family’s will to discharge from their responsibilities. There are also
course and exam based reasons for students to prefer to private tutoring. That students
take private tutoring for nation-wide conducted exams is among the main reasons in this
category. Among other course and exam based tendency reasons for private tutoring
tendency are the students wanting to lay the foundation for the courses, the courses
having an extensive content and the students’ will to be successful in these courses.
That private tutoring are single-course and individual oriented are among the reasons for
preference.
There are also teacher and student based reasons for private tutoring tendencies.
Among these reasons are the fact that the students find the school teachers or
themselves insufficient. Lack of student-teacher interaction during lessons, teachers
Reason for
Private
Tutoring
Tendency
Azmi TÜRKAN & Nadir ÇELİKÖZ
© 2023 AKU, Kuramsal Eğitimbilim Dergisi - Journal of Theoretical Educational Science, 16(2), 305-327
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failing to show sufficient interest are among other factors for private tutoring tendency.
It was observed that students tend to private tutoring due to student stress, the student
demanding private tutoring with his or her own will and to save time. In addition, that
students are not satisfied with their current state and wanting to study in a disciplined
manner are among the other reasons. Tending to private tutoring is believed also to be
system, school or classroom based. The reasons are considering schools as insufficient,
extreme class size and the system obliging the student to take private tutoring. Various
student opinions about private tutoring tendencies are given below:
“For example, my mum always works. The reason why she sent me to a private school is that
she thought she can’t spare enough time for me, but they will there. After seeing that the school
can’t fulfill the needs, then she tended to private tutoring”. (S10)
“If we take into consideration the university entrance exam then I will definitely support taking
private tutoring. Because we can only reach to a certain stage at school. After that you have to
show your own effort. ... I can say I take private tutoring for almost all courses, Literature,
Geography, Mathematics. But because I believe I am very weak at Mathematics I can say that I
need private tutoring more for mathematics course. My mathematics skills can be lower when
compared with the other courses”. (S3)
“It may be because I feel insufficient and no matter how much effort I put I realize that I won’t
be able to manage and need help from someone. ... I first try myself, once I realize I can’t
manage on my own I take private tutoring”. (S4)
“For example, none of my old mathematics teachers were good, that’s why private tutoring was
beneficial for me. While I scored zero, I increased my score to 10 and I can increase it more”.
(S11)
“Honestly, I tended to private tutoring because I didn’t want to take risk. Mean we talked with
my family. This year is important, I am not planning to take a gap year. Not to risk this year... I
am not thinking of taking a gap year. As I don’t plan to take a gap year the only thing I want is to
focus on my profession. I mean I am thinking about at least entering in my profession. That’s
why we decided with my family to fill my gaps with private tutoring so as not to take the risk. ...
As I stated at the beginning, I don’t want to risk my goals. That’s why I would prefer private
tutoring even if I was at a higher or lower level. ... I don’t want to risk my goal. …I am above the
average; I think I am very good especially in Mathematics. But I am self-confident in Physics.
Maybe this is the effect of private tutoring. But as I said, Physics and Mathematics are courses I
am good at in general. However, I don’t want to put them under risk... Of course, I can have
deficiencies, and I do. That’s why I prefer private tutoring”. (S9)
“There is mass education in places like training centers and courses. Even if the teacher wants to
deal with the student individually, he or she can’t in a crowded setting. The teacher deals with a
single person in private tutoring. The teacher can observe the student’s state, the student’s
capacity and where the student can reach”. (S8)
“The main concern of all of us is exam success... The student may think it is insufficient at the
school or maybe he or she find it deficient. ...For example, I took private tutoring from only one
course, Mathematics, it is a main course, and we need to be good at it. If you are studying in this
educational system, then Mathematics is the course that will accelerate you. Mathematics is the
first course you need to complete, and I believe that it is not taught very well at school, I tended
to private tutoring for reasons like for example my classroom is too noisy and I can’t understand
it. I need additional support like this. I tried on my own and I can’t reach the speed at school”.
(S1)
“The teacher teaches a group of 20 students in the classroom but in private tutoring there is only
you and there is no chance of not learning. It is more beneficial when you are single. Teachers
can’t deal with everyone because the classrooms are crowded, thus private tutoring are
inevitable”. (S10)
“The examination system changed recently. If I knew the system was going to change then I
wouldn’t have gone to the training center and fulfilled my gap by taking a few private tutoring.
There is of course some effect of the system”. (S6)
It is evident from the analysis of student opinions that the students underlined
many points concerning private tutoring. These points were brought together in a
framework and presented in Figure 2 under the “General Opinions on Private Tutoring”
theme. The category and codes of general opinions of secondary school 12th grade
students are given in Figure 2.
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Findings concerning the general opinions of secondary school students on
private tutoring theme are given in Figure 2. The students examined the positive and
negative sides of private tutoring academically and effectively. In addition, the
participants also expressed their views on the effects of teachers and socioeconomic
factors on private tutoring.
According to Figure 2, it is evident that the general opinions of the students are
gathered under the categories “Academic Opinions”, “Affective Opinions”, “Opinions
About the Teacher” and “Socio-economic Opinions”. The students have positive and
negative academic opinions about private tutoring. The students stated that private
tutoring increases course productivity and success and paved the way for deep learning
through disciplined practice and support for comprehending the logic of the subjects.
The students also underlined that the private tutoring they took contributed to their
school courses and supported permanent learning. In addition, positive academic
contributions of private tutoring are: they enhance learning, provide the opportunity for
students to freely ask questions they hesitate from asking in the classroom, fulfill
deficiencies, broaden students’ horizons and enable time saving. It was identified that
students have negative academic opinions concerning private tutoring. These opinions
are: they direct students to rote-learning, the students cannot compare themselves with
their peers and cause students to get used to comfort.
It was underlined that taking private tutoring has effective effects on students.
These opinions are; student perceptions about the course reform, students experience the
feeling of success, student interest, anxiety and motivation for the course negatively or
positively gets affected, and easy communication with the teacher. In addition, close
interest from the teacher, overcoming prejudgments about various courses, increased
self-confidence and enabling psychological comfort are among the affective effects.
Some of the students stated that they hide that they take private tutoring, they have extra
burden of responsibility, and sometimes undergo the fear of insufficiency.
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Figure 2
General Opinions of Secondary School 12th Grade Students on Private Tutoring
It is evident in Figure 2 that the students have different opinions about their
private tutoring teachers. The students stated that they contacted the teachers through
friends, journal advertisements or a common acquaintance. In addition, it was
emphasized that teachers contribute to their incomes through private tutoring. There are
also socio-economic opinions on private tutoring. Among these opinions are whether or
not private tutoring are taken according to family income and that private tutoring costs
are very high. The majority of the students stated that private tutoring increases
inequality among individuals by causing unfair competition. They also stated that taking
private tutoring depends on the number of family members and causes a disruption in
the educational system. Various student opinions on this theme are given below:
General Opinions
on Private
Tutoring
Determining Tendency Levels and Opinions of…
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“... I only take lessons for mathematics. My corrected scores are increasing, I get higher results
with respect to comprehending the questions. I have gaps in year 9. and 10. subjects. I can learn
them from the beginning”. (S4)
“If we are to consider a student taking a gap year, only taking private tutoring and not attending
to training centers or similar places will make him or her disappointed because there will be no
one in similar conditions around them. The reason is these students see that they fulfill their
gaps, solve their own tests and conduct pilot tests on their own. But they can’t compare
themselves with others. They can’t estimate how they should arrange their study schedules.
Okay, they may fill in their gaps. But there will of course questions in the exam that they will
fail. They can’t make comparisons about how many people around them can’t solve these
questions”. (S9)
“We started learning derivatives before our class teacher introduced it. I knew derivatives. I
didn’t start solving tests, but I knew the subject. When the teacher gave the question on the
board, I remembered the rules and was able to see the subject in a wide perspective. I reviewed
the subject, and this helped me a lot with my lessons.” (S5)
“... there is a condition, and the system pushes you towards it, the more you memorize the more
successful you are in this system. What we are actually seeking is memorization and private
tutoring offer this to us…” (S1)
“It is permanent. I learn it with private tutoring and in the class and it stays in my mind”. (S10)
“For example, there was a point I didn’t understand. No matter how much the man on the video
explained, I still questioned it. Like “why is it so, why isn’t it so”. As a result, the answers were
not clear for me. But after taking a private tutoring you understand why something is like so.
You understand why it is so when you see the question why your own eyes. But I couldn’t
understand it when I saw it for the first time”. (S11)
“I understand the logic of many things better with private tutoring or I see that the logic of the
things I try to memorize at school is very different. That’s why I don’t believe it pushes towards
memorization”. (S3)
“...if I am taking private tutoring for a course, I start better following that course at school
because I grasp the subject better. It may be because I am already familiar with the terms that
everyone else if hearing for the first time. It increases my interest”. (S3)
“The students know the subject beforehand. They get bored while the subject is being taught in
the classroom and they start talking with their friends. They prevent their friends from learning.
They don’t listen either. It can have this negative effect in the classroom”. (S6)
“Exam anxiety is something that’s in the life of all of us, and it can decrease the anxiety of you
know, I took private tutoring my corrected score increased, and I am closer to the university I
want, because we are worried about corrected scores and making corrected score calculations.”
(S1)
“There are negative sides. It kind of increases anxiety. After all, you study for one and a half
hour, and you get anxious when you realize that there is a long road ahead of you.” (S2)
“...prejudgment is like this; you have bias against Physics, and you can’t understand even though
you work hard on it. You say this, I solved this many questions, I did this but still couldn’t
understand it, so obviously I can’t succeed, and you stop studying it. But when you take a private
tutoring and for example when there is a point you don’t understand or can’t notice, and the
private tutoring teacher directs you and you finally can make it then yes you understand the
subject and your bias against the subject ends.” (S1)
“...I had this worry: My family pays money; my mother has full confidence because we hired a
teacher, and the teacher also guides me. My perception turned into this, my family supports me
even during this condition that’s why I have to be successful, I have this anxiety. I feel more
upset when I don’t study. You think that everyone is already attending to training centers. I can’t
sleep on the days I take private tutoring and not study”. (S5)
“...I found my mathematics teacher via my friend. Exactly. My friend told me that the teacher
gives lesson to two students. So, I talked with my family. That’s how we arranged it”. (S11)
“We thought about trying private tutoring via an acquaintance, we talked as I will continue if it
is beneficial or end the lessons. It was with my demand and my family being ready for it. I mean
I didn’t start after my family saying let’s begin private tutoring for you”. (S1)
“Private tutoring prices change according to the location. You can take private tutoring for about
50-60 liras around Fatih district. But private tutoring prices are around 300-400 liras around our
district. That’s why I don’t think it will be a problem because prices are determined according to
the people who live in the district. There are prices according to people from all financial groups.
...It costs about 1000 liras a month. There are teachers who give a session for 300 liras or 200
liras around our district”. (S2)
“If we were in a better financial state I mean if our state was good so I wouldn’t feel any
responsibilities then I would have followed video courses, but private tutoring would be great for
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subjects I don’t understand. For example, for Geometrics. Then I should take private tutoring
mum. I won’t lose time either”. (S7)
“If financial state was lower than now or at low-medium state I wouldn’t have taken private
tutoring either”. (S9)
“...there are students who can afford private tutoring and who can’t. There can be inequality here.
If we consider the country in general, I don’t think there are many students who can’t afford it
but there is still inequality. A student who has a gap can fulfill it without taking private tutoring
or a student taking private tutoring can fill in the gap if he or she is at a lower level. It depends a
bit on income as well”. (S6)
“If we had less members then maybe I would have thought about it. Because my mum and dad’s
attention is shared between 3 children at our house. So, each child gets less attention. If I were a
single child, then I would have all the attention, and this would have been effective.” (S8)
“Private tutoring means injustice. If we consider private tutoring like this, then the system
reaches a deadlock. Here you want to study at a good university to be able to earn more money.
You pay a teacher money so as to enter a good university but there is also a student who wants to
earn much money and study at a good university but doesn’t have money to pay that teacher.
Your corrected score increases 5 points, but that student remains at the same point, the richer
becomes even richer and this way the socio-economic injustice among the society increases. But
none of us thinks about this”. (S1)
“I would find it right for everyone to take private tutoring if the standard of all families could
afford it but if I took private tutoring, but others didn’t then I would consider this as unfair
competition. But still, everyone should take private tutoring, I hope everyone can afford it.” (S3)
“...And by the person who teaches the course, I think it's a good thing. After all, he also has a
family to support. It contributes financially to the teacher…” (S8).
According to the analysis of the data collected from student opinions, students
have methodological opinions about private tutoring. “Methodological Opinions” of the
students are given on Figure 3. Category and codes of the methodological opinions of
secondary school 12th grade students on private tutoring are presented on Figure 3.
Figure 3
Methodological Opinions of Secondary School 12th Grade Students on Private Tutoring
Findings concerning the methodological opinions of secondary school students
on private tutoring are given in Figure 3. The students examined private tutoring
methodologically as a model and a tactic. Secondary school 12th grade students
underlined that private tutoring are; one-to-one education received by a single student,
desk education received by more than one students together and guidance (education
coaching) which brings more than one teacher together to deal with the student. The
students also underlined the tactics that they acquired from private tutoring. The
students emphasized that they get instant feedback about their deficiencies in private
Methodological
Opinions
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tutoring and that the lessons usually proceed through tests. In addition, student opinions
underlined that the lessons are personal, performance-oriented and focus on key points.
Various opinions are given below:
“My private tutoring teacher is also a mathematics teacher, and she also gave me guidance
support. She arranged me a schedule. Study this on this day, she said I am weaker in Physics and
that I have to study Physics on Saturday. She always prepared me a program and gave homework
according to the pages. …. She would note them in a homework notebook so I won’t forget, and
I used to send the questions I couldn’t solve from WhatsApp. She would understand when I
didn’t study, and she motivated me”. (S5)
“I also take private tutoring when I study for my school exams because it helps me out and
shows me what I should know in a short time. It is good to receive professional support because I
can get to a certain point with my own effort. I progress faster this way”. (S3)
“It teaches us the key point. The homework given drives the student to studying. The private
tutoring teacher becomes a family member after some time. You feel bad when you don’t
complete the homework... I can’t see various things as other than specific rules. I get lost among
figures. Private tutoring helps me realize them. The lessons generally deal with key points”. (S2)
Discussion, Conclusion and Suggestions
When quantitative findings of the study are considered, they are similar in
general with qualitative findings. In quantitative findings, private tutoring tendencies of
the students were examined based on the dimensions according to various variables.
While there was a high tendency in favor of female students at the affective, imperative
and socio-economic level with respect to gender, no significant differences were
observed at the cognitive dimension. Private tutoring tendencies of female students were
observed to be higher than male students. 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. It
was considered that female students have high tendency levels for additional education
options such as private tutoring so as to prove themselves because they want to
overcome this state, which is not in favor of female students. In a study conducted by
Elbadawy, et al. (2007), it was stated that there is a high tendency for males in the
workforce market thus, families make higher investments for male students with respect
to education. However, in the study conducted by the researchers, no difference was
observed with respect to gender in tendencies towards additional educational options
such as private tutoring.
When qualitative results of the study are taken into consideration, it is evident
that families are effective in the students' tendencies towards private tutoring. Findings
of the study point out that past experiences of the families, economic condition of the
family or being unsatisfied with their present position leads them to direct their children
to private tutoring so as to give them better opportunities. Suante (2017) stated that
family pressure is a factor that triggers students to private tutoring. Various studies have
underlined that families direct children to private tutoring with respect to motivation and
academic reasons (Bray, 2010; de Castro & de Guzman, 2010; Song, et al., 2013). Davis
(2013) stated that families make their children take private tutoring so they can
discharge from their responsibilities. Similarly, Bray (2007), Kösterelioğlu (2015) and
Rutz and Balkan (2016) underlined that governments place responsibilities on families
about their children’s education. According to researchers, parents resort to additional
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educational service such as private tutoring to discharge from this responsibility. It is
evident that these findings are similar with these studies. It is thought that it would be
more beneficial if families spare more time to their children and deal with their
education closer rather than trying to discharge from their responsibilities if they could.
In a study conducted by Damayanthi (2018), families being concerned with their
children’s education is more effective in increasing academic achievement than making
them take private tutoring. The main reason pointed out for taking private tutoring was
course and exam success. When previous studies are considered, it is evident that there
are similar findings stating that exams and course success are among the main reasons
for tending to supportive lessons such as private tutoring (Baştürk & Doğan, 2010;
TED, 2010; Demirer, 2011; Saracaloğlu et al, 2014; Kösterelioğlu, 2015; Yıldızhan,
2015; Biber et al., 2017). Bray (2007) states that students with low success levels tend
to private tutoring to increase their success levels and students with high success levels
tend to private tutoring to remain in the competition environment. Silova (2009) and
Bray and Kwo (2014) show nationwide exams as one of the main reasons for tending to
private tutoring. Also, Silova (2009) emphasized the private tutoring tendency finding
of this study resulting from infrastructure deficiencies. With this respect, exam and
course success desires of the students create a competition environment and the students
do not want to remain distant from this environment.
According to students there are teacher and student based reasons for tending to
private tutoring. Some of the reasons that direct students to private lessons; The
inadequacy of the efforts of the students, the inability of the teachers to teach the lesson
in accordance with the level and the lack of motivation for the lesson. Yılmaz and
Altınkurt (2011) consider teacher incompetency as one of the educational problems.
Similarly, Bray et al. (2014) indicated that teacher incompetency as a factor leading to
private tutoring. Sobhy (2012) and Bray, et al. (2013) underline that teacher and student
incompetency are factors that lead to private tutoring. The majority of the students state
that school insufficiency is the most important reason for them to tend to private
tutoring. Student expectations from the school in an exam-based educational system is
to operate in an exam-oriented. With this respect, it is considered that schools failing to
meet exam related expectations leads to a perception that schools are insufficient. Many
researchers state that school deficiencies are factors that push individuals towards
shadow education institutions like private tutoring (Bray & Lykins, 2012; Bray et al.,
2014; Buchmann, 1999; Kim & Lee, 2010; Silova & Bray, 2006). A similar finding is
evident in the study conducted by Yıldızhan (2015). The researcher stated that
individuals resort to out-of-school institutions or persons due to school insufficiencies
related to test techniques, pilot tests and lesson reviews when preparing central exams.
With respect to opinions concerning the academic dimension of private tutoring,
the students strongly emphasized the positive effects on course success and benefits on
school courses. When many studies are considered, it is stated that private tutoring have
positive contributions on exam and course success levels of students (Bray, 2007; Bray
& Lykins, 2012; Güvendir, 2014; Kuan, 2011; Silova, 2009). However, when the
literature is considered, there are studies underlining that private tutoring do not have
any effect on academic achievements of students such as lesson and exam success
(Guill & Bos, 2014; Smyth, 2008). When student opinions stating that private tutoring
leads students to get used to comfort are taken into consideration, private tutoring
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features such as memorization and taking the easy way out can be listed as factors that
prevent thinking skills of the students. Rote learning is considered as a problem in the
educational system (Yılmaz & Altınkurt, 2011). According to a study conducted by
Sağlam and Büyükuysal (2013), it was stated that rote-based teaching conducted by
traditional teachers prevent thinking skills of the students. Similarly, Rodzalan and Saat
(2015) emphasize that methods which lead to comfort such as memorization prevents
critical thinking and problem solving skills of individuals. In the interviews carried out
with the students concerning the affective dimension of private tutoring, the students
stated common opinions about the positive effect on increasing their interest,
overcoming their anxieties, increasing their motivation and their self-confidence levels.
It is stated that students can overcome anxiety, increase their motivation and become
more interested in the courses with private tutoring (Mischo & Haag, 2002; Silova,
2009; Bray, et al., 2013). But some students underlined that private tutoring can have
negative effects on student interest and anxiety levels related to school courses.
According to Bray (2007), private tutoring can sometimes cause students to lose their
interest to school courses. Also, according to a study conducted by Duman (2008),
taking private tutoring is not a significant variable in overcoming exam and course
anxiety. According to the participants, taking private tutoring leads to a feeling of
responsibility in the students and this usually has negative affective outcomes. Suante
(2017) stated that private tutoring cause pressure on students about being successful and
leads to them to fall into stress.
When opinions related to the socio-economic dimension of private tutoring are
considered, it is evident that the majority of the participants emphasize the fact that
private tutoring damage the principle of equality in education. One other factor
emphasized by the participants is the cost of private tutoring. The participants
underlined that the cost of private tutoring differ significantly according to factors such
as the region, teacher profile. In a study conducted by Tansel and Bircan (2004) in
Turkey, it is stated that families spare a high level of budget on additional education
options such as private tutoring and training centers. Bray and Kwok (2003), Bray
(2007), Bray (2009) and Gölpek (2011) state that family income level changes the
extent to and type of benefitting from supportive education options such as private
tutoring. This is similar with the findings of this study. While families with higher
financial opportunities have a higher chance of offering private tutoring, families with
lower income have limited chance of offering private tutoring. This is a factor leading to
inequality (Addi-Raccah & Dana, 2015; Aslam & Atherton, 2012; Bray & Kwo, 2014;
Bray, 1999, 2007; Ireson, 2011; Köseterelioğlu, 2015; Silova, 2009; Tansel & Bircan,
2005;).
According to the student opinions, the students contacted private tutoring
teachers via friends, journal advertisements or a common acquaintance. According to
the related literature, various reasons such as family force, friend factor and
advertisements are crucial elements in accessing private tutoring (Barrow & Lochan,
2012; Sobhy, 2012; Vella & Theuma, 2008). The students also stated that private
tutoring can have additional contributions for teachers. Silova (2009) stated that private
tutoring are an income source for teachers but some teachers who give private tutoring
don’t notice school courses much.
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According to the interviews concerning private tutoring, students evaluate
private tutoring methodologically. Interviews point out that the participants consider
private tutoring as a model and tactic. When participant opinions are taken into
consideration, it is evident that private tutoring can be conducted through various ways
and tactics. A similar finding is evident in other studies (Bray, 2007; Demirer, 2011;
Damayanthi, 2018; Guill & Boss, 2014; Rutz & Balkan, 2016).
According to the study results, a significant difference was observed in private
tutoring tendency levels of the participants with respect to; gender, school type and state
of taking private tutoring. 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, methodological opinions on
private tutoring and solution suggestions.
Suggestions are presented as follows:
• Arranging private tutoring so as to go through government inspection and
developing legal sanctions about the regulation,
• Taking into record the income of teachers from private tutoring, subjecting them to
tax (preventing informality),
• Conducting experimental studies on determining the effects of private tutoring on
various variables,
• Conducting studies on determining the relationship between private tutoring and
various skills,
• To make reforms in the culture of competition in the education system,
• To raise awareness of families about negative attitudes and parental pressure based
on exam success.
• To provide the right professional guidance to enable students to discover their
talents at earlier education levels in order to move away from exam-oriented
understanding.
• Conducting studies that examine which age and grade group prefer private tutoring
the most and why they prefer them.
Statement of Responsibility
First author has made substantial contributions to design, or methodology,
software, validation, formal analysis, investigation, resources, data curation.
The second author has been involved in drafting the manuscript or revising it
critically for important intellectual content; have given final approval of the version to
be published.
Author Bios:
Dr. Azmi TÜRKAN (PhD) is a Dr. in the Department of Curriculum and
Instruction, Faculty of Education, Siirt University, Turkey. He has experience on private
tutoring and teacher training.
Prof. Dr. Nadir ÇELİKÖZ (PhD) is a Prof. Dr. in the Department of Curriculum
and Instruction, Faculty of Education, Yildiz Technical University, Turkey. He has
experience on private tutoring, teacher training and cognitive learning.
Determining Tendency Levels and Opinions of…
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