Shadow Education: Impact and Implications

This assignment delves into the phenomenon of 'shadow education,' focusing on private tutoring and supplementary educational services. Students are asked to define shadow education, analyze its potential benefits and drawbacks in terms of academic performance, student motivation, and learning experiences. They are also encouraged to consider the factors that contribute to distractions during private tutoring and propose solutions to minimize these disruptions. The assignment further probes into the comparison between shadow education offerings and regular school services, highlighting areas where schools can enhance their own support systems.

Running head: THE IMPACT OF SHADOW EDUCATION
The Impact of Shadow Education on Secondary School Students Success
Student Name
Course
Professor Name
Date Submitted

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Abstract
In the recent years, shadow education has gained immense popularity across the globe
and Maldives is not exceptional. Today, many people in Maldives are ascertained to be
associated with shadow education. However, little importance is given to shadow education
in Maldives. At the same time, the impact of shadow education on the secondary school
student’s success is largely inconsistency. Correspondingly, the purpose of this study was to
examine and evaluate the impact of shadow education on secondary school student’s success.
In order to achieve the research purpose, the study uses qualitative descriptive study.
Furthermore, data for the study are collected using the semi-structured interview. In addition,
judgmental sampling technique was used for recruiting sample population for the study
(Etikan & Bala, 2017). Total of eight participants was recruited for the data collection
purpose. Among the total eight sample participants, two students participating in private
tutoring were selected while two more students who were not using private tutoring were
selected from grade 8, 9 and 10. In addition, four teachers which comprised two teachers
working as private tutors and two more teachers who were not engaged in providing privet
tutoring were included.
The results obtained from the study revealed interesting facts. In this regard, it was
observed from the study that shadow education offers numerous benefits to students such as
offering one-to-one attention to students, boosting self-esteem, preparing students for exam
and test which increases the rate of student’s academic success than those students who are
not using private tutoring. Nevertheless, it was also ascertained that shadow education if not
managed properly can have an adverse implication on the mental health of the students which
can result in a poor academic outcome. Overall, it has been noted from the study that shadow
education has a favourable effect on the academic achievement of the students.

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Moreover, the study was conducted with small sample size using the qualitative method,
thus there is significant scope for future research in this filed using other approaches such as a
quantitative method to support and verify the findings of this study.

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1. Introduction
1.1 Background
For most of the students across the globe, the learning does not conclude with the
closure of the school. Students are required to do homework and prepare for next day. This
homework can be done by students with the help of family members or student individually
or in groups. In addition, many students also receive shadow education services.
Accordingly, such tutoring is received by students either individually or in groups (Yung &
Bray, 2017). The content covered in such tutoring can be related to specific lesson covered
that particular day or week along with additional material. Moreover, students receive such
tutoring after school hours on school days or on weekends or during school holidays. This
type of tutoring is generally known as shadow education (Bray, 2013).
It has been observed that in the recent years there has been significant growth and
expansion in shadow education. At the same time, shadow education is expensive as it is said
to consume a lot of resources even though it is viewed by many households as an investment
that would facilitate students to improve academic performance (Bray, 2014).
In addition, it has been observed that shadow education practice in different culture
differs significantly. In this regard, it has been noted that the dominant model of shadow
education in East Asia is arguing to be different from those of the South Asia. In the similar
context, it has been noted that the dominant model of shadow education in Western Europe is
further argued to be different than those of Eastern Europe (Bray, 2009). Moreover, various
factors are observed to act as a driving force for shadow education. In this regard, the most
important factor is ascertained to be related with influence from peer pressure. In this regard,
it has been noted that students often enroll in private tutoring just because other students are

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doing so. In addition, shadow education is also driven by competitive pressure arising from
the globalised world.
In the recent years, shadow education has also become an alluring enterprise in
Maldives as well. Currently, this sector is ascertained to employ a considerable number of
individuals and includes a huge amount of money. Large numbers of people in Maldives are
ascertained to engage in providing private tutoring for earning money. In addition, both
students and private tutors give considerable time on shadow education and most of the
students receiving private tutoring are ascertained to spend their most of time studying.
Nevertheless, it has been noted that Maldives education system places little or no importance
on the aspect of shadow education.
1.2 Problem Statement
Education plays an important role in sharpening the skills possessed by an individual
as well as to compete effectively with others to ensure the social and economic development
of an individual. It is therefore essential for students to perform better academically and
scores a high grade. Besides, education is also important in a sense that it determines the
individual career choice and future status. Not only students strive hard to perform better
academically but the parents of the students are equally concerned about the academic
performance of their children. Accordingly, parents are usually engaged in finding ways that
would enhance the academic performance of their children and thus invest a considerable
sum of money private tutoring so that their children score well in their exams (Love, 2011).
Although shadow education is viewed by many parents as one of the best ways of enhancing
their children’s academic performance the problem is that there is limited knowledge and
understanding regarding the impacts of shadow education on the academic success of school
children.

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1.3 The Purpose of the Study
The purpose of this study is to examine the effect of shadow education on secondary
school student’s academic successes by evaluating and examining the benefits as well as
drawbacks of shadow education on secondary school student academic success.
1.4 Research Questions
To achieve the purpose of the study, the current research addresses the following
questions:
 What are the benefits of shadow education on secondary school student's academic
success?
 Are there any drawbacks (negative effects) of shadow education on secondary school
students' academic success?
 Are there any challenges faced by the students who are not taking private tutoring?
1.5 Significance of the Study
This research study is significance owing to the fact that there lack substantial
literature explaining the impact of shadow education on secondary school students academic
successes. Thus on the successful completion of this research study, it will shed light on the
benefits and drawbacks of shadow education on the students’ academic success and help
parents to decide whether or not use shadow education for improving the academic
performance of their children.

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2. Literature Review
This chapter presents the review of the extant literature the impact of shadow
education on secondary school student’s success. The literature review purpose wide range of
data is collected and examined. Correspondingly, data relevant to the study are mainly
collected through journals, articles, and online websites. First, the chapter describes the
shadow education. In this section, the definition and relevance of shadow education are
critically discussed. Thereafter, the chapter identifies and discusses the factors influencing
student’s participation in supplementary tutoring. In this section variety of factors which have
an impact on shadow, education is explained such as academic achievement, parent
involvement, socio-economic status and socio-demographic characteristics. In the similar
context, the next section identifies and discusses the benefits of the shadow education. In the
subsequent section, the drawbacks of shadow education are identified and examined. Finally,
a summary of the literature review is illustrated along with the gaps in the literature.
2.1 Shadow Education/Private Tutoring
Traditionally, shadow education has been defined as a set of out-of-school educational
activities that were designed to enhance and improve students’ formal school career.
Correspondingly, such activities are claimed to include set of undertaking comprising of
commercial afterschool classes, correspondence courses and private home tutors (Stevenson
& Baker, 1992). In addition, Stevenson & Baker (1992) contended that use of shadow
education by the students increases the chances of students to succeed in their academic
purview. In the similar context, Bray (1999) termed private supplementary tutoring as
shadow education. Bray (1999) used word ‘shadow’ as a metaphor in a sense that private
tutoring is said to exist because mainstream education exists. Secondly, with the changes in
the size and shape of mainstream education, there tends to occur changes in size and shape of

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private supplementary tutoring as well. Thirdly, it has been argued that almost all societies
tend to place more focus on mainstream education than supplementary tutoring. In the similar
context, the feature of shadow education is argued to be less distinct that mainstream
education (Malik, 2017; Bray, 1999).
Bray (1999) in his seminal work, “In the Shadow education system: Private tutoring
and its implications for planners” identified three key elements of shadow education. These
three elements include academic subjects, supplementation to mainstream schools and
privateness. Accordingly, supplementation refers to the tutoring that covers subjects or
lessons which has already covered in school. Likewise, privateness implies tutoring at the
private costs. In addition, academic subjects denote that the focus on private tutoring is on
academic subjects and other subjects such as music, art and sport are excluded.
According to Bay (1999), shadow education is received by students on the fee-pay
basis. However, it has been argued that this view propagated by Bray (1999) does not
necessarily describe shadow education. In other words, it is largely unclear that whether
shadow education is fee-paying services of free tutoring. Nevertheless, despite the ambiguity
surrounding the definition of shadow education, it has been argued that shadow education is
market driven which is used on an individual basis. At the same time, this type of tutoring, in
general, take place in private institutions or home and are largely free from any control from
the government. However, it has been claimed that shadow education tends to have social
implications as receiving private tutoring requires considerable fees and are affordable to rich
and financially strong individuals or parents. As a result, students belonging to the poor
family are largely deprived of receiving shadow education (Silova, 2010).

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2.2 Factors that Affect Students’ Participation in Shadow Education
According to Mori (2015), there are various factors that are associated with the
students’ participation in private tutoring. In this regard, the author has identified four key
factors that include
Academic achievement. Studies in the past have demonstrated that linkage amid
students’ academic success and their participation in private tutoring is contrasting. In this
regard, it has been observed on one hand that higher achieving pupils are more likely to
associate with shadow education. Notably, higher achieving students from East Asia and the
USA are ascertained to more often engage in shadow education (Bray & Kwok, 2003; Lee,
2005; Stevenson & Baker, 1992; Anderson, 2011; Buchmann, Condro & Roscigno 2010). On
the other hand, it has been noted that lower-achieving students are more likely to engage in
shadow education in certain specific context (Weiss, Little, Bouffard, Deschenes, & Malone
2009).
Socioeconomic status. Another key factor related to shadow education is socio-
economic status. In this regard, several studies have studied the linkage between family’s
socioeconomic status and the use of shadow education by their children. Notably, the
measure of socio-economic status includes variables such as parental occupation, income,
and education. Accordingly, the studies have revealed a positive relationship between
socioeconomic status and the student’s participation in shadow education. To be more
specific, the higher is the socioeconomic status of the students family, higher is the rate of
their participation in the shadow education (Bray & Kwok, 2003; Lee, 2005; Rohlen, 1980).
However, in certain countries like the USA, the students from lower socioeconomic status in
which the supplementary tutoring is publicly subsided under the government policy
(Anderson, 2011; Buchmann, Condro & Roscigno 2010; Byun & Park, 2012),

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Parental involvement. Parental involvement is considered as yet another important
factor that is related to the student’s use of supplementary tutoring. In this regard, Park,
Byun, & Kim, (2011) argued tutoring as a strategy of parental involvement and further noted
that there exists positive linkage between parental involvement and student’s participation to
shadow education. Notably, it has been argued that students often use supplementary
coaching in order to achieve academic excellence. Correspondingly, parents who actively
encourage their children to participate in shadow education often expect that their children
will succeed or perform well in their schools and examination. Accordingly, some of the
scholars have argued that parents encourage their children to use supplementary tutoring due
to the deficiencies in the formal school when in parent incur expenses to reduce these
deficiencies (Dawson, 2010; Dierkes, 2008). In the similar context, other scholars have
argued that parental anxiety has led families to encourage their children to pursue shadow
education outside the school (Aurini & Davies, 2004; Judson, 2010; Smyth 2009).
Socio-demographic characteristics. In addition to above noted factors, socio-
demographic characteristics related to students such as grade level, gender, and educational
motivation, number of brothers/sisters, urbanicity, and ethnicity are also related to shadow
education (Bray, 1999; Byun & Park, 2012; Dang, 2007; Park, 2011; Zhou & Kim, 2006). In
this regard, it has been noted that student’s participation to supplementary tutoring
significantly varies with their grade level. Besides, student’s motivation to the student is also
argued to be associated with their use of supplementary tutoring (Steinberg, 2011;
Talegaonkar, 2017).
2.3 The Benefits of Shadow Education on Secondary School Student's Academic Success
Over the years several studies are conducted to examine the impact of shadow
education on academic achievement. In this regard, Park, Sang, & Kang (2008) noted that

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private tutoring has a favourable effect on the academic achievement of the students. Kang
and Lee (2010) also used the same data to evaluates the effect of shadow education on the
test scores on Korean language, math, and English and found that shadow education has a
positive impact on the test scores of on Korean language, math and English.
The shadow education is further ascertained to enhance the students’s performance of
and facilitate in improved learning amid the students participating in shadow education.
However, it has been argued that primary reason behind the improved academic performance
is because more time is spend on learning facilitate students to perform better academically
(Bray, 2006, 2011). Majority of the scholars have argued that students who shadow education
service are more likely to demonstrate better reading performance as well as less frequent
grade repetition. On the other hand, some scholars have argued that there is no significant
linkage between the performance and whether students use private tutoring or not.
Berberoğlu & Tansel (2014) studies whether private tutoring increases the academic
performance of students with reference to the case of Turkey. In this study, the authors found
the private tutoring positively and significantly influence the competence of students in
mathematics and Turkish language. A similar study was also conducted by Bray (2014), in
which it was found that students receiving supplementary tutoring were able to score higher
school marks compared to their counterparts who do not use supplementary tutoring. In
addition, it has also been found that students participating in private tutoring developed a
greater degree of the motivational variable (Mischo and Haag 2002; Dongre, A. & Tewary,
2015).
In an empirical study conducted by Hof (2014) it was found that students receiving
private tutoring could enhance their academic achievement by at least 5.8 percent. This result
obtained by the author clearly demonstrates that private tutoring contributes in notable

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improvements in the academic achievement level of students in school. Lawrence (2012)
identified certain important benefits of shadow education. In this regard, it has been argued
that students receiving private tutoring are more likely to get more attention than in the
regular classroom which facilitates in increasing academic achievement level of the students.
In addition, it has been claimed that through private tuition students become more interactive
and facilitate increased communication between students and teachers in the classroom which
ensures that students get an answer for all questions. Moreover, through private tutoring
greater involvement of parents is achieved which further help them to understand the needs of
their children in a better manner and guide them to achieve improved academic performance
(Park, 2013; Bray, 2013).
2.4 Drawbacks of Shadow Education on Secondary School Students' Academic Success
Several studies have identified and discussed the benefits of shadow education on the
academic performance and achievement of the pupils but few studies have also postulated the
drawbacks of shadow education (Dongre, A. & Tewary, 2015; Bray, 2013; Park, 2013). In
this regard, Lee, Kim, & Yoon, C (2004), Cheo and Quah (2005) in their studies examined
the effect of supplementary tutoring on academic grades of students from Korea and
Singapore. In their studies, it was found that there is the negative impact of supplementary
tutoring on the grades of students from Korea and Singapore. In the similar study, Briggs
(2001) examined the impact of coaching in which author found mixed impact depending on
the subject type.
Chingtham (2015) examined that the adverse effect of private tutoring on the student.
In this study, the author argued that private tutoring not always has a favourable effect on the
academic performance of students. Notably, it has been contended that students receiving
private tutoring often skip their classes or sleep during class hours because they are tired with

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the excessive study. Accordingly, it has been argued that supplementary tutoring makes the
regular school less efficient (Chou, 2014).
Lee (2014) studies the effect of private tutoring on the well-being of Korean Students.
In this study, the author argued that private tutoring has a unfavourable effect on the well-
being of the students. In addition, it has been contended that students receiving private
tutoring in addition to regular school classes are more likely to experience greater study
related stress. At the same time, the author claimed that so far studies have largely neglected
the negative impact on private tutoring on the well-being of the students. In the similar study
conducted by Bae, Oh, Kim, Lee, & Oh (2010), it has been argued that private tutoring has
the potential to negatively influence the mental health of the students as well as their
academic outcome. In another study by Kim & Kim (2002), it has been argued that private
tutoring adversely influences the creativity, imagination, as well as self-learning process of
students.
2.5 Summary
The review of extant literature delivered in-depth insights regarding the shadow education
and its impact on the student’s academic performance. In this regard, it has been observed
from the review of literature that several research studies are being conducted on shadow
education yet the definition of shadow education is not clear. In addition, the review of
literature postulated that there are various factors that are associated with the shadow
education including academic achievement, parental involvement, socioeconomic status and
demographic characteristics. On a further note that review of literature illustrated that
shadow education offers numerous benefits which allow students to ensure enhanced
academic performance. At the same time, some scholars have also highlighted the negative
impact of the shadow education on student’s well-being and academic outcome.

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Correspondingly, there exists inconsistency about the impact of shadow education on the
student’s academic performance. Thus, this study attempts to bridge this gap in the literature
by examining the potential impact of shadow education on the student’s academic success.

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3. Research Methodology
This chapter explains and justifies the research methodology used to carry out this
research study. The research methodology is recognized as an essential element of the
research study. The research methodology in general refers to the systematic approach that is
used to answer the research question and address the issue identified in the study (McNabb,
2017). Notably, failure to select the suitable research methodology can be claimed to have a
direct impact on the reliability and validity of the research findings. The subsequent chapter
thus identifies and evaluates the various alternative research philosophy, research approach,
research method and research designs and select the most appropriate research methodology.
In addition, this chapter also presents the data collection techniques and procedures including
population sampling and research instrument.
3.1 Research Philosophy
Defining research philosophy provides the researcher with direction to conduct the
research study. Accordingly, research philosophy is assumption held by the researcher
towards the concerned research topic. According to Saunders, Lewis, & Thornhill (2009),
there are mainly three types of research philosophies applied by the researcher. In this regard,
the three research philosophies include positivism, realism, and interpretivism.
Correspondingly, the research philosophy of positivism is usually used in conjunction with
quantitative research method for which large samples are recruited for the data collection
purpose. In addition, positivism research paradigm involves acquiring knowledge using
scientific inquiry and approaches. On the contrary, the realism research philosophy is
associated with what the researcher feels, sees or experience in relation to a specific
phenomenon or an event.

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On the other hand, research philosophy is usually applied in a qualitative research
study in which the researchers intend to acquire in-depth understanding regarding the
phenomenon (Mkansi & Edwin, 2012; Saunders, Lewis, & Thornhill 2009).
Correspondingly, the interpretivism research paradigm is recognized to be suitable for the
current study as the current study aims to draw exhaustive understanding and knowledge
regarding the impact of shadow education on the student’s academic performance. In
addition, this research paradigm is selected as it is considered more suitable for research that
involves small sample participants.
3.2 Research Approach
Decision to choose the appropriate research approach is another critical aspect that is
required to be made by the researchers while conducting a research study. In general, there
are two fundamental types of research approaches comprising inductive and deductive
research approach. In this regard, a deductive approach which is also known as the top-down
approach is based on designing hypothesis based on the existing knowledge and testing
hypothesis using appropriate statistical tools. Correspondingly, the deductive approach is
considered to be suitable for quantitative study (Yürük, Yanpar, & Bozkurt, 2000). On the
other hand, inductive approach commonly termed as the bottom-up approach is related to
gathering of data from numerous sources to answer the research questions and is generally
applied in a qualitative study (Rahi, 2017). Correspondingly, the current study involves the
use of the inductive approach to evaluating the impact of shadow education on the student’s
academic success.
3.3 Research Method
The research method is recognized as vital component of the research methodology. It
comprises the approaches and tools that are chosen by the researchers to apply in the research

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study. It is therefore imperative for the researcher to lay considerable attention on the choice
of the research methodology in order to ensure validity and reliability of the research
inferences (Creswell, 2014). According to Bryman (2012), two main types of research
methods are identified which are used by the research community. In this regard, the two
main research methods encompass qualitative research method and quantitative research
method. Correspondingly, qualitative research method is widely claimed to be exploratory in
nature it involves the use of non-quantitative data. This method is suitable for research that
aims to gain an in-depth knowledge and understanding regarding the particular event or
phenomenon (Bhawna & Gobind, 2015).
On the contrary, quantitative research method involves quantifying the research
problem. In addition, the quantitative research method uses statistical tools for the analysis of
the quantitative data and the findings obtained from this type of research study is usually
expressed in the numerical form (Johnson & Christensen, 2008). In the recent years, the
combination of qualitative research method and quantitative research method also known as a
mixed research method is used but is largely considered to be complicated and time-
consuming (Creswell, 2014; Bryman, 2012). Based on the explanation of various alternatives
research methods, the qualitative research method is best suited for the current study. The
qualitative research method is selected as the current research framing research questions and
evaluating a wide range of data for answering the research question to acquire knowledge and
understanding the implications of the shadow education on the student’s academic
achievement.
3.4 Research Design
Research design provides framework for the researchers that allow the researcher to
integrte the components of the research such as review of the literature, data collection, and

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research findings (Thietart et al, 2001). In addition, research design is argued to be
conceptual plan to investigate the issue considered in the research study. In this regard, the
researchers are required to make a strategic choice to achieve the research aims and
objectives effectively within the potential constraint (Ghauri & Gronhaug 2002). In the words
of Babbie (2015) the research purpose is categorised into three types including exploration,
description and analytical explanation.
Yin (2014) noted two main types of research designs that encompass exploratory
research design and descriptive research design. The exploratory research design is applied
with the researchers have little know edge about the research topic or if there lacks
substantial data about the research topic. On the other hand, Gay & Diehl (1992) stated that
descriptive research design is applied when the researchers intend to describe phenomenon or
event and answering to question why and how. Correspondingly, the purpose of the current
research study is to determine how shadow education influences the student’s academic
performance and thus the current research involves the use of descriptive research design.
3.5 Data Collection
To ensure credible research findings, it is important that the data collected for the
research purpose is in accordance to the research question and problem. Two types of data
collection methods are identified namely secondary data collection method and primary data
collection method (Hox & Boeji, 2005). Secondary data are recognised as those data that are
gathered for some other purpose by someone else. There exists bulk of secondary data that
offers valuable insight regarding the research topic. Correspondingly, the secondary data for
the current research study is collected from journals, articles, books and online websites.
On the contrary, primary data are the first-hand data that are specific to research
subject and are directly collected from the field. The primary data for the current study is

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collected by questioning secondary school students participating in private tutoring and those
attending only formal schooling. Correspondingly, the questions include their knowledge and
understanding about shadow education as well as its impacts on secondary school student’s
success. On a further note, the information will be obtained from students in grade 8, 9, and
10. Besides, questions are also asked teachers engaged in teaching in formal school and
teachers who are associated with teaching is school as well as in private tutoring.
Accordingly, teachers imparting knowledge in grade 8, 9 and 10 are included for obtaining
their responses on the interview questions.
3.6 Research Instruments
A semi-structured interview is chosen as the research instrument for the collection of
data relevant to the study (Alshenqeeti, 2014). Since the current study is based on the
qualitative research method, no documentation analysis or observation was carried out. The
information relevant to the study was gathered through interviews using a semi-structured
interview guide (Lee, 2011). The interview guide include ten open-ended questions for
which the participants are given chance to express their own ideas freely. The use of
interview guide also facilitated in recording their emotions body language. The interview
questions are designed in such a way that allowed acquiring understanding regarding the
extent to which teachers are aware of the impact of shadow education on secondary school
student’s academic success.
In the similar context, the second focus of the interview process was to gather data
from the interviewees related to merits and demerits of shadow education for secondary
student’s academic success. Likewise, the third focus of the interview guide is to assess the
degree to which students are aware of impact of shadow education on their academic

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performance. Finally, interview lays emphasis on identifying the challenges associated with
shadow education on achieving secondary student academic success (Lee, 2011).
3.7 Population Sampling
The current research study includes 8 research participants from BC school in ADDU
CITY, Maldives for the data collection purpose. The samples participants for the current
research study are recruited through purposive sampling to collect accurate and specific data
for the qualitative research. All the participants recruited in the study had adequate
knowledge regarding shadow education and its impact on secondary school student’s
academic success. Among total 8 participants, two participants included students receiving
private tutoring while two students not engaged in using private tutoring were recruited.
Moreover, 2 teachers who were engaged in providing private tutoring and 2 more teachers
who do not offer private tutoring were also recruited as the sample participant for the study.
The students participating in the study were recruited from grade 8, 9 and 10 and teachers
teaching in grade 8, 9, and 10 were included in the data collection.
4. Results
This chapter presents the results derived from the interview process. Accordingly, for
conducting interview 4 students including 2 students receiving private tutoring and 2 students
not using private tutoring were recruited. In addition, the 4 teachers comprising 2 teachers
engaged in reaching in school and 2 teachers teaching both in school and private tuition were
included.
4.1 Results of the Interview with Students
When the students were asked how private tutoring is helpful their needs, the
interviewees reported that the private tutoring facilitates to easily customised the lesson to

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suit the needs of each student. In addition, the interviewees reported that in school, they work
in different pace to the need of the class rather than individual needs. In the case, private
tutoring tutors can adjust pace and focus based on the needs and abilities of each student,
which further tends to maximise the learning efficiency of the students.
When the respondents were asked how private tutoring guide students in their
academic work, the interviewees reported that having private tutor enables students to remain
focused and interested and it also ensures that homework given from the school is completed
in the high standard manner as well as ensures that students gain maximum knowledge and
understanding from it. In addition, the interviewees also expressed that private tutoring can
be immensely helpful for students particularly for test preparation and can also make
effective use of the advice and assistance from private tutor to in structuring of revision as
well as troubleshooting the weak point of the students. Correspondingly, the interviewees
stated that help from a private tutor can prove to be invaluable in guiding the academic work
of students.
When the interviewees were asked regarding the benefits that students receive from
private tutoring, the interviewees expressed numerous benefits of private tutoring. In this
regard, the major benefits of the private tutoring are claimed to be related with the focus of
the private tutor. Correspondingly, the interviewees argued that private tutors mainly focus on
the areas and subjects that the students struggle to understand. This helps the students to
understand what they are learning and thus they feel more relaxed. In addition, the
interviewees also reported that underperforming students often have to battle with low self-
esteem. At the same time, most of the students do not find it comfortable to ask questions in
the classroom due to the fear what their peers might think of them. Correspondingly, the
interviewees claimed that private tutoring helps students to improve their self-confidence

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level which is essential for the academic success of the students as well as in their future.
Moreover, the interviewees also argued that one of the major benefits of the private tutoring
is that it enables students to work smarter than others who are dependent only on the formal
school teaching. In other words, private tutoring provides an edge over the peers in when it
comes to preparation for exams and test. Moreover, the private tutors also provide regular
feedback regarding the academic progress of the students to their parents which help parents
to understand the challenges faced by their children and devise an appropriate plan that would
contribute to the academic success of the students.
When the interviewees were asked what factors distract students from studies in
taking private tutoring, the interviewees demonstrated certain interesting views. In this
regard, the interviewees reported that familiar environment act as a major distraction among
students taking private tutoring. Accordingly, the environment with which students become
too familiar facilitates students to developmental associations as well as it instills sense of
comfort which distracts students. In this similar context, the interviewees claimed that TV
shows, video games, and movies also serve as important distractions among the students. In
addition, the interviewees also reported that nowadays internet related programs such as
social media sites including Facebook, Instagram, and Twitter are widely used by people of
different age including students in secondary school. Students spend hours surfing the
internet and chatting with others which distracts students from studies in taking private
tutoring. At the same time, even good hobbies of students are claimed by the interviewees to
distract students form studies.
To minimise such distractions, the interviewees suggested numerous ways. In this
regard, the interviewees stressed that it is important for students to designate time for study
and other activities. It has been reported that designating time for study allows students to use

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THE IMPACT OF SHADOW EDUCATION
the time for a specific purpose and nothing else. In the similar context, interviewees claimed
that while studying students’ needs to avoid using a cell phone or internet and turn off TVs.
Besides, setting up goals and objectives for study sessions is also argued b be an effective
way of preventing distractions among the students.
Concerning the negative impact of shadow education in student’s studies,
interviewees reported although private tutoring offers significant benefits to students and
helps in enhancing the academic performance of the students, it also has a certain negative
impact. Correspondingly, the interviewees argued that private tutoring contributes an
additional burden on the students which has the tendency to influence the psychological
health and well-being of the students. In this regard, it has further reported students are given
with homework from their school and often private tutor also give them homework to
engaged students on the continuous learning process. However, it has been reported that such
activities create an additional burden on students and can negatively influence their academic
outcome.
When the interviewees were asked what ‘shadow education’ offers to students that are
not offered in formal school, the interviewees reported that shadow education provides
personalised reaching services in accordance to the needs of the students but in formal school
the numbers of students are quite large in a classroom, it becomes relatively difficult to
provide personalise teaching to each student. The interviewees also argued that it is
important to improve the services offered by the regular school. In this regard, the
interviewees stressed that rigidity associated with regular school system needs to be changed,
wherein students are offered with increased flexibility to choose a subject based on their
aptitude and interest. In addition, the interviewees also suggested that school curriculum
needs to be reconstructed making it more relevant and skill orientation.

24
THE IMPACT OF SHADOW EDUCATION
More importantly, the interviewees argued that adequate classroom teaching and
learning facilities need to be provided to ensure the improved academic performance of the
students. As far as investigation of the effect of supplementary tuition on learning is
considered, the interviewees reported that an ideal way to investigate the effect of shadow
education on student’s learning is by regularly comparing exam scores and measuring the
progress of the students.
4.2 Results of the Interview with Teachers
Interview with the teachers included in the study shed valuable insight and
understanding regarding the shadow education. Correspondingly, when the interviewees were
asked how private tutoring can be helpful to student’s needs, the interviewees expressed that
students attending their school undoubtedly receive high-quality education still some might
need further assistance and guidance, it is where private tutoring assists students to catch up
with their fellow classmates and bolster their confidence. Moreover, interviewees argued that
some students find it difficult to learn things in the formal school setting where there are large
numbers of students. Thus, students learning in the comfort of their own home enable private
tutors to address the specific needs of the students.
When the interviewees were asked how private tutoring can guide students in their
academic work, the interviewees reported that the major goal of the private tuition is to
support students and guide them through their lesson with which they are struggling and
prepare them to score higher grades in their exams and test. When the interviewees were
asked about the benefits of private tutoring for students, the interviewees expressed several
advantages of the private tutoring. In this regard, the interviewees postulated by opting
private tutoring, the students can gain the benefit of one-to-one attention as well as
personalized lesson plan addressing the subject areas with which they are struggling. In

25
THE IMPACT OF SHADOW EDUCATION
addition, it has been arguing that private tutors are able to determine the areas the students are
having trouble and can adopt different approaches so that students are able to understand the
lesson easily. Moreover, the interviewees also claimed that students who lack motivation also
benefit from private tutoring. Accordingly, it has been reported that no matter how skilled are
the students, they are less likely to perform better in their academic setting, if they are not
willing to exert their effort. In this regard, private tutors through motivational techniques and
exam practice are able to help students to concentrate on their learning and improve their
academic performance.
When the interviewees were asked what factors may distract students from studies in
taking private tutoring, the interviewees reported that there are various factors that distract
students. Accordingly, interviewees reported that social media apps, mobile games, music
and text messaging can provide students with hours of distractions. Besides, study
environment also sometimes act as the distraction for the students. Moreover, the
interviewees demonstrated that the best way to minimise the distraction is to eliminate the
sources causing distraction temporarily so that students can concentrate on their lesion
imparted by the private tutors.
When the interviewees were asked whether there lays any downfall of the shadow
education in the studies, the interviewees reported that private tutoring offers numerous
benefits to students and helps in improving their academic performance but it also has certain
limitations. Accordingly, the interviewees reported that one of the major drawbacks of private
tutoring is that it increases the stress level of the students as students using private tutoring
have less time for their relaxation and spending long hours studying tends to have adverse
mental and psychological health of the students.

26
THE IMPACT OF SHADOW EDUCATION
When the interviewees were asked what private tutoring offers that is not provided
informal school, the interviewees reported that the quality of education in the mainstream
school is poor and students are unable to get required attention, thus private tutoring by
personalised tutoring service helps students to understand the less that is already covered in
the school in the more effective manner facilitating more coherent understanding of the
subject matter. At the same time, interviewees argued that the current school infrastructure
and learning procedure are outdated which need immediate reform to improve the services of
mainstream school. Moreover, the interviewees reported to comparing grades and academic
performances of the students receiving private tutoring with that of students not using private
tutoring offer effective way to evaluate the impact of supplementary tutoring on learning of
the students.
When the interviewees were asked how tutoring companies draws clients and whether
school should more client-oriented, the interviewees reported that tutoring companies apply
various marketing strategies to attract and convince their clients to participate in
supplementary tutoring. In addition, the interviewees further reported that it is not necessary
for the schools to be more client oriented but there is greater requirement to improve the
quality of education imparted to students through formal school.
Regarding the question how tutoring companies attract staff, the interviews reported that
there is no specific way of recruiting staff by the tutoring companies and it depends on the
company’s policy but most of the tutoring companies prefer to hire staff who have prior
experience of teaching either privately or in mainstream schools. Moreover, interviewees
argued that recruitment of staff from regular school by the private tutoring companies have
certain implications. In this regard, the interviewees reported that staff of mainstream school,
when hired by the tutoring companies in certain circumstances, tends to neglect their role in

27
THE IMPACT OF SHADOW EDUCATION
the mainstream school and may be less concerned towards their duties in the mainstream
school.
In addition, the interviewees argued that it is difficult for the teachers the mainstream
school to provide one-to-one attention to large numbers of students but through relevant
changes in teaching methods and content of teaching, the mainstream school can also provide
greater flexibility like the shadow education. The interviewees also reported that the content,
form, duration, and intensity of supplementary tuition does not vary for pupils of differing
ability, socio-economic status, ethnicity and gender but special attention is laid on each
student and the lesson are planned to meet the specific needs of the students. At the same
time, the interviewees noted that parents and pupils usually examine the effect of private
tutoring on learning based on their academic achievement and performance.
5. Discussion
The results obtained from the analysis of the primary data obtained from the interview
process offered valuable insight and understanding regarding shadow education and its
impact on secondary school student’s success. Private tutoring is related with offering a
customised lesson that suits the student’s needs. In the formal school, teachers are required to
consider the needs of the entire class and are not able to focus on the individual needs of the
students. However, in private tuitions, tutors can adjust the pace of imparting knowledge and
lesson to students based on the specific needs and abilities of the students. Such adjustment
immensely facilitates in maximising the learning efficiency of the students.
In addition, students often need guidance and assistance outside the school to
troubleshoot the problems and issues faced by them in the classroom setting.
Correspondingly, private tutoring not only provide students with required guidance and
assistance but it also bolsters their confidence level and helps them to catch up with their

28
THE IMPACT OF SHADOW EDUCATION
friends. Moreover, in a classroom setting some students find it difficult to understand their
lesson. Accordingly, the private tuition when offered at the place of their comfort such as
their home, they are more likely to feel relaxed and can learn their lesson quickly than in
formal school setting.
The use of private tutoring facilitates students to remain focused and interested and
complete the works and assignment given from their school effectively as well as gain
maximum knowledge and understanding from it. When students are preparing for test or
examination, the private tutoring contributes immensely so that students can gain better
grades from their test and examination. Moreover, use of advice and assistance from the
private tutor helps students structure their revision and overcome many of the challenges and
doubts that are not resolved in the school. The private tutoring also helps and guide students
to their lesson with which they are struggling and prepare them to score high grades in their
exams. In addition, private tutors focus more on the areas on which the students find it
difficult to learn and understand. Such focus of the private tutor enables the students with a
better hold and reduces anxiety and fear among the students towards the subject. In addition,
students who are underperforming in their formal school are more likely to demonstrate a low
level of self-esteem.
Moreover, most of the students in the school are reluctant to ask a question and get
clarification due to the fear that what their peers might think of them. However, in private
tutoring students are encouraged to ask questions freely which provides students a clear
understanding of the subject being discussed. In addition, compared to students who do not
participate in private tuition, the students receiving private tutoring are able to work smarter.
Accordingly, students receiving private tutoring have edge over their peers who are
dependent on the formal school education during examination or test. The regular feedback

29
THE IMPACT OF SHADOW EDUCATION
provided by the tutors to parents also enables the parent to better understand the needs of
their children and address those needs in the most effective manner.
In addition, private tutoring offers numerous other benefits to students. Students who
are nagged in using shadow education are more likely to g gain one-to-one attention and
personalized lesson plan which help them, to excel in all subject areas including those they
are struggling. Private tutors based on the needs of the different students can follow different
approaches facilitating students to understand their lesson easily. Some students also have
low motivation which has an adverse impact on their academic achievement. Private tutoring
also helps students to improve their motivation by applying motivation techniques and help
them in their learning.
Nevertheless, there are various factors that act as distractions for the students from
studies in private tutoring. In this context, familiar environment act as major distractions for
the students. Notably, students are more likely to find comfort and developmental association
with familiar facilities. Accordingly, such comfort and mental associations cause distractions
among the students. TV shows, movies, and video games further distract students from their
studies which often result in poor academic performance. Given the advancement in the
information communication technologies and emergence of new tools and technologies such
as social media apps, mobile games and music also cause distractions among the students that
might negatively influence student’s ability to concentrate on their studies. To overcome
these challenges and ensure that students perform better in school and exams, it is important
to eliminate the sources of distraction temporarily. Besides, effective time management
wherein students specific timetable for their studies and other activities is also helpful in
overcoming the distractions faced by them. Moreover, setting goals and objectives

30
THE IMPACT OF SHADOW EDUCATION
encourages students to concentrate more on their studies and reduce the impact of sources
causing distractions among the students.
No doubts, private tutoring offers immense benefits to students and facilitate their
academic success but there are certain drawbacks of private tutoring as well. In this regard,
private tutoring often imposes addition burden on the students. Students are often exhausted
after their school, but when these students are required to participate in private tutoring, it
offers less time for them to relax which adversely impacts the mental well-being of the
students and their academic outcome. Due to additional burden, students are unable to
concentrate on their studies in school and in certain circumstances, they may feel sleepy and
stressful. Thus, private tutoring may not always advantageous to the students.
Moreover, various reasons are identified that have encouraged parents and students to
opt for private tutoring. In this regard, poor education in school, lack of ability of the school
staff to provide personalized attention to each student due to large class size and poor
infrastructure and facilities have significantly contributed in growing preference of parents
and students towards private tutoring. Thus, it is vital to improving tutoring services that are
offered in the mainstream school. In this regard, changing the rigidity related to the
functioning of regular school as well as offering students with more flexibility with respect to
the choice of subjects can help enhance the academic achievement of students who are not
using private tutoring services. Unlike private tutoring, the regular school need not be client
oriented but it reconstructs its curriculum on need-based and skill oriented. At the same time,
teachers teaching in regular school needs to be barred from providing private tutoring for
their participation in private tutoring increase their attention towards private tutoring while
reducing their focus on regular school teaching.

31
THE IMPACT OF SHADOW EDUCATION
The study contribution in acquiring in-depth knowledge and understanding regarding
the benefits and drawbacks of the shadow education is significant. Grounded on the study
inferences, it can be stated that shadow education offers numerous benefits to students which
helps them to demonstrate high academic achievement and success. Nevertheless, the study
also postulated certain limitations of private tutoring which are mainly related to the well-
being of the students. Overall, private tutoring is an effective way by which the academic
performance of the students in school can be improved.
The study though provides comprehensive understanding and insights but it also has
owes certain limitations. Notably, the sample size included in the study is relatively small
which reduces the generalizability of the study findings. Correspondingly, there is greater
scope to conduct future research in this filed using the large sample and another research
method such as a quantitative method to support the findings of this study.

32
THE IMPACT OF SHADOW EDUCATION
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Appendix 1A
Interview Questions
Interview Guide for students
1. What is Shadow education?
2. How can private tutoring be helpful to your needs?
3. How can private tutoring guide you in your academic work?
4. What are the educational benefits that you may get from Private Tutoring?
5. What are the factors that may distract you from studies in taking private tutoring?
6. How will these factors distract the students?
7. What are the things that can be done to minimize these distractions?
8. Is there any downfall (negative effects) of shadow education in your studies? If so, what
are they?
9. What does the shadow system offer to the students that the regular schools do not offer,
and how can regular schools expand and improve their services?
10. How do you evaluate the impact of supplementary tuition on learning?

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THE IMPACT OF SHADOW EDUCATION
Appendix 1B
Interview Guide for Teachers
1. What is Shadow education?
2. How can private tutoring be helpful to student’s needs?
3. How can private tutoring guide students in their academic work?
4. What are the educational benefits that students may get from Private Tutoring?
5. What are the factors that may distract students from studies in taking private tutoring?
6. How will these factors distract the students?
7. What are the things that can be done to minimize these distractions?
8. Is there any downfall (negative effects) of shadow education in studies? If so, what are
they? 9. What does the shadow system offer to the parents and students that the regular
schools do not offer, and how can regular schools expand and improve their services?
10. How do you evaluate the impact of supplementary tuition on learning?
11. How do tutoring companies attract clients, and should schools also be more client-
oriented? 12. How do tutoring companies attract staff, in some cases even from regular
schools, and what implications does this have for mainstream education systems?
13. To what extent could mainstream schools provide the same sort of flexibility in timing
and content of teaching and learning that is provided in the shadow?
14. Does the content, form, duration and intensity of supplementary tuition vary for pupils
of differing ability, socio-economic status, ethnicity and gender?
15. How do parents and pupils evaluate the impact of supplementary tuition on learning?