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The Impact of Shadow Education on Secondary School Students Success

   

Added on  2020-03-16

41 Pages11672 Words108 Views
Running head: THE IMPACT OF SHADOW EDUCATIONThe Impact of Shadow Education on Secondary School Students SuccessStudent NameCourseProfessor NameDate Submitted

THE IMPACT OF SHADOW EDUCATION2AbstractIn the recent years, shadow education has gained immense popularity across the globeand 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 whichcan 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.

THE IMPACT OF SHADOW EDUCATION3Moreover, 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 aquantitative method to support and verify the findings of this study.

THE IMPACT OF SHADOW EDUCATION41.Introduction1.1 BackgroundFor 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 isfurther 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

THE IMPACT OF SHADOW EDUCATION5doing 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 StatementEducation 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.

THE IMPACT OF SHADOW EDUCATION61.3 The Purpose of the StudyThe 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 QuestionsTo 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 StudyThis 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.

THE IMPACT OF SHADOW EDUCATION72.Literature ReviewThis 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 ofdata 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 havean 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 TutoringTraditionally, shadow education has been defined as a set of out-of-school educationalactivities 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

THE IMPACT OF SHADOW EDUCATION8private 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 similarcontext, 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 richand 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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