Identification of the Quantitative Dimensions of Supplementary Private Tutoring among High School Students

Identification of the Quantitative Dimensions of Supplementary Private Tutoring among High School Students   Y. Shiraavand* A. Ma’dandaar Aaraani, Ph.D.** I. Nikpey, Ph.D.***   To identify the quantitative dimensions of supplementary private tutoring, a cluster sample of 800 high school students was given a questionnaire on the subject. The collected data reveal that motivation for taking such lessons includes better learning, higher grades, and parental recommendation. The most common way of taking these lessons is through crowded classrooms taught by a single teacher. The subjects in which such courses are taken are ranked by students as math and English, as well as Arabic, language. Girls seem to be taking more of such lessons, while teachers promote taking them. Furthermore, it is found that taking these classes is more frequent among the higher grades with no relation to the parental income level.   Keywords: supplementary private tutoring, high school students                 _______________________ Date received: October 3, 2016                                Date accepted: June 3, 2017 *M.A. in Educational Administration, Lorestan University, [email protected] **Assistant Professor in Education, Lorestan University, (corresponding author), [email protected] *** Assistant Professor in Education, Lorestan University, [email protected]