家教对中国学生非认知数学学习成果的影响

IF 2.8 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

International Journal of Educational Development Pub Date : 2024-03-23 DOI:10.1016/j.ijedudev.2024.103029

Yuhuan Zhang , Xiaohui Wu , Chengcheng Cui , Shuang Chen , Yahan He , Lidong Wang

{"title":"家教对中国学生非认知数学学习成果的影响","authors":"Yuhuan Zhang , Xiaohui Wu , Chengcheng Cui , Shuang Chen , Yahan He , Lidong Wang","doi":"10.1016/j.ijedudev.2024.103029","DOIUrl":null,"url":null,"abstract":"<div><p>This study examines the effectiveness of private tutoring (PT) on students’ non-cognitive achievement by assessing student-report questionnaires and school reports of mathematics achievement from approximately 1500 secondary school students in China to track retrospective longitudinal variations of PT over a year. The results of propensity score matching analysis indicated that a whole year of PT participation did not positively affect students’ interest, habits, and attitudes towards mathematics. This result raises questions concerning the role and effectiveness of PT. Thus, the study provides an evidence-based assessment of the effectiveness of PT and highlights the implications for educational practice and future research.</p></div>","PeriodicalId":48004,"journal":{"name":"International Journal of Educational Development","volume":null,"pages":null},"PeriodicalIF":2.8000,"publicationDate":"2024-03-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Effect of private tutoring on students’ non-cognitive mathematics learning outcomes in China\",\"authors\":\"Yuhuan Zhang , Xiaohui Wu , Chengcheng Cui , Shuang Chen , Yahan He , Lidong Wang\",\"doi\":\"10.1016/j.ijedudev.2024.103029\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<div><p>This study examines the effectiveness of private tutoring (PT) on students’ non-cognitive achievement by assessing student-report questionnaires and school reports of mathematics achievement from approximately 1500 secondary school students in China to track retrospective longitudinal variations of PT over a year. The results of propensity score matching analysis indicated that a whole year of PT participation did not positively affect students’ interest, habits, and attitudes towards mathematics. This result raises questions concerning the role and effectiveness of PT. Thus, the study provides an evidence-based assessment of the effectiveness of PT and highlights the implications for educational practice and future research.</p></div>\",\"PeriodicalId\":48004,\"journal\":{\"name\":\"International Journal of Educational Development\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":2.8000,\"publicationDate\":\"2024-03-23\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"International Journal of Educational Development\",\"FirstCategoryId\":\"95\",\"ListUrlMain\":\"https://www.sciencedirect.com/science/article/pii/S0738059324000518\",\"RegionNum\":3,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"International Journal of Educational Development","FirstCategoryId":"95","ListUrlMain":"https://www.sciencedirect.com/science/article/pii/S0738059324000518","RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}

引用次数: 0

摘要

本研究通过对中国约 1500 名中学生的学生报告问卷和学校数学成绩报告进行评估，追踪一年来家教的回顾性纵向变化，从而研究家教对学生非认知成绩的影响。倾向得分匹配分析的结果表明，一整年的教学活动并没有对学生的数学学习兴趣、习惯和态度产生积极影响。这一结果提出了有关教学法的作用和有效性的问题。因此，本研究对教学辅助活动的有效性进行了循证评估，并强调了其对教育实践和未来研究的影响。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

查看原文本刊更多论文

Effect of private tutoring on students’ non-cognitive mathematics learning outcomes in China

This study examines the effectiveness of private tutoring (PT) on students’ non-cognitive achievement by assessing student-report questionnaires and school reports of mathematics achievement from approximately 1500 secondary school students in China to track retrospective longitudinal variations of PT over a year. The results of propensity score matching analysis indicated that a whole year of PT participation did not positively affect students’ interest, habits, and attitudes towards mathematics. This result raises questions concerning the role and effectiveness of PT. Thus, the study provides an evidence-based assessment of the effectiveness of PT and highlights the implications for educational practice and future research.

求助全文

通过发布文献求助，成功后即可免费获取论文全文。去求助

来源期刊

International Journal of Educational Development EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

4.20

自引率

12.00%

发文量

106

审稿时长

40 days

期刊介绍： The purpose of the International Journal of Educational Development is to foster critical debate about the role that education plays in development. IJED seeks both to develop new theoretical insights into the education-development relationship and new understandings of the extent and nature of educational change in diverse settings. It stresses the importance of understanding the interplay of local, national, regional and global contexts and dynamics in shaping education and development. Orthodox notions of development as being about growth, industrialisation or poverty reduction are increasingly questioned. There are competing accounts that stress the human dimensions of development.