| Before the introduction of the "double reduction" policy,China’s basic education has formed a dual model of "in-school classes,after-school classes".With the development of marketization,the number of off-campus training institutions presents a sharp rising trend.Why was tutoring so popular before the policy was introduced? How effective is tutoring? There are existing literatures on extracurricular tutoring on the Comprehensive Knowledge website,most of which are studying the influence of extracurricular tutoring on students’ academic performance.However,there are relatively few analyses on the effects of extracurricular tutoring and its influencing factors,and even fewer empirical studies on how these factors affect students’ academic performance.Therefore,through questionnaire survey and interview method,this thesis selects junior high school students in Gongshu District,Xihu District,Xiacheng District and Shangcheng District of Hangzhou who participate in extracurricular tutoring for investigation,and analyzes the effects of extracurricular tutoring and its influencing factors through data.At the same time,through the analysis and research results to reflect on the current school education,hoping to provide practical basis and theoretical support for the education administration department to formulate more reasonable education policies,so as to more effectively regulate the after-school tutoring market,improve the quality of after-school services.Through literature investigation and empirical analysis,this thesis preliminarily determines the influence of seven factors on the effect of tutoring: the reason for tutoring,the time of tutoring,the number of tutoring subjects,the difficulty of tutoring knowledge,personal psychological factors,personal emotional factors and personal learning efficiency.In order to simplify the problem analysis,the author used spss software to conduct principal component analysis on the scale data,and summarized the seven factors into the following four principal components: individual internal factors,objective factors of tutoring,tutoring reasons,and tutoring difficulty.The survey results show that most students think that taking after-school tutoring is of great help to their academic improvement,while only 8% think it is of little or no help.Secondly,students with different levels of achievement improvement after tutoring all think that the internal factors have the greatest influence on the improvement of performance,followed by the difficulty of tutoring.In the two dimensions of objective factors and reasons for tutoring,students with higher grades thought that the effect of tutoring was more affected by these two factors.Moreover,for different groups,the influence of various factors is also different: in terms of gender,girls pay more attention to the individual psychological factors of attending tutoring than boys;Students with different achievement levels all believed that internal factors and difficulty of tutoring had a greater impact on the effectiveness of tutoring,while objective factors and reasons of tutoring had a lesser impact on the effectiveness of tutoring.In different training areas,the influence of various factors on the effectiveness of tutoring is roughly the same.Based on the above results,the following suggestions are put forward for after-school services:(1)Students need to learn to balance time;Learn to learn rationally,not blindly follow the trend.(2)Parents need to communicate with their children more;Ask the teacher about the child.(3)The school needs to reasonably plan the tutoring time and the number of tutoring subjects: it is suggested that the tutoring time should be limited to 4-8 hours per week and the number of tutoring subjects should be no more than 2 per day.It is suggested to teach students according to their aptitude and guide them in different levels.And the school should establish the correct teaching concept,adhere to voluntary registration. |
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