ABSTRACT

Previous research on the implications of early-tracking education systems has not specifically focused on how studying in academic and non-academic tracks shapes the features and characteristics of shadow education (private tutoring) that students are involved in. The study compares the scale and features of private tutoring and the underlying factors of its reception among lower-secondary students in the two tracks. Analysing a representative sample of 1,280 senior grade students, the study found significant differences in scale, subjects and reasons for tutoring during their lower-secondary studies, which may partly explain the prevailing gaps in between-track student achievements. Early tracking is likely to contribute to increasing the overall scale of PT by introducing selective entrance examinations, which nurture the demand for PT. While parental education, books at home, city size and educational aspirations were significant predictors of private tutoring for regular-track students, they were insignificant for academic-track students.

摘要

以往关于早期跟踪教育系统影响的研究并没有特别关注学术和非学术轨道的学习如何塑造学生参与的影子教育（私人补习）的特征和特征。该研究比较了规模和特征的私人补习及其在两个轨道中的初中生接受的潜在因素。该研究分析了 1,280 名高年级学生的代表性样本，发现他们在初中学习期间在规模、科目和辅导原因方面存在显着差异，这可能部分解释了轨道间学生成绩的普遍差距。早期跟踪可能有助于通过引入选择性入学考试来增加 PT 的整体规模，从而培养对 PT 的需求。