Child participatory research methods: exploring grade 6 pupils’ experiences of private tutoring in Kazakhstan

IF 1.8 3区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Cambridge Journal of Education Pub Date : 2021-12-09 DOI:10.1080/0305764X.2021.2004088

Anas Hajar, A. Sagintayeva, Zhanna Izekenova

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引用次数: 5

Abstract

ABSTRACT This paper used three participatory methods- children’s drawings, photographs, and group interviews- along with a short questionnaire to explore Grade 6 pupils’ experiences and perceptions of the private tutoring (PT) they had received in Nur-Sultan, Kazakhstan. The questionnaire data suggest that 316 out of 406 (79.87%) attended PT. The qualitative data from 30 pupils reveal that the participants’ motives of having PT ranged from adult-imposed reasons (e.g. complying with parents’ wishes by studying for an elite school place) to reasons associated with achieving their ideal selves by boosting their interest in learning and imagining themselves working/studying abroad or pursuing an international career. The participants acted as proactive agents by explaining not only the PT benefits but also its disadvantages, including the unethical practices of some schoolteachers, increasing tiredness and it being a potentially unfair advantage in a competitive context. This study suggested pedagogical implications and areas for ongoing research.

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儿童参与式研究方法:探讨哈萨克斯坦六年级小学生私教经历

摘要:本文采用三种参与式方法——儿童绘画、照片和小组访谈——以及一份简短的问卷调查，探讨哈萨克斯坦努尔苏丹六年级学生对私人辅导(PT)的体验和看法。问卷数据显示，406名学生中有316名(79.87%)参加了PT。来自30名学生的定性数据显示，参与者参加PT的动机既有成人强加的原因(如遵从父母的意愿，为名牌学校而学习)，也有实现理想自我的原因，如提高学习兴趣，想象自己在国外工作/学习或追求国际职业。参与者扮演了积极主动的角色，不仅解释了PT的好处，还解释了它的缺点，包括一些学校教师的不道德行为，增加的疲劳以及在竞争环境中它可能是一种不公平的优势。这项研究提出了教学意义和正在进行的研究领域。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Cambridge Journal of Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

5.30

自引率

4.30%

发文量

期刊介绍： Cambridge Journal of Education publishes original refereed articles on all aspects of education, with a particular emphasis on work that contributes to a shared understanding amongst academic researchers, theorists, practising teachers, policy-makers and educational administrators. The journal also welcomes the submission of systematic review articles that summarise and offer new insights into specific areas of educational concern. With a wide international readership, Cambridge Journal of Education publishes contributions drawn from different educational systems and cultures enabling continued in-depth discussion of global educational theory, policy and practice. The journal’s Special Issue programme encourages and stimulates focused discussion and engagement with significant themes and responses to topics raised by readers and contributors. Cambridge Journal of Education welcomes proposals for future editions.