The Mediating Role of Shadow Education (SE) Participation on Goal Orientation, Study Habits, Connectedness, and Academic
This study purports to determine the mediating role of SE participation on four variables, namely goal orientation, study habits, connectedness, and academic performance involving 267 elementary and high school student respondents, and simultaneous relati
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The Mediating Role of Shadow Education (SE) Participation on Goal Orientation, Study Habits, Connectedness, and Academic Performance Rosalina M. de Guzman, Socorro M. Rodriguez and Belinda V. de Castro
Abstract This study purports to determine the mediating role of SE participation on four variables, namely goal orientation, study habits, connectedness, and academic performance involving 267 elementary and high school student respondents, and simultaneous relationships between and among these variables were examined through structural equation modeling. Results revealed that the higher the student desire to improve his study habits and the less he is connected to his family and friends the more likely he will participate. However, the more he is connected to his family and friends and the higher his goal orientation the more likely his academic performance will improve Academic achievement in this study is not supported by participation in shadow education or private tutorial, but a more connected environment and a more positive goal orientation will lead to improvement in academic performance. Keywords Tutoring
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Academic performance Study habits
Introduction
Shadow education (SE) is a global phenomenon wherein pervasiveness varies from 10 to over 80% (Southgate, 2009). In Turkey, SE is a widespread practice that has spawned a multibillion dollar industry helping students to pass highly competitive entrance examinations. About 1.3 million children in Turkey are enrolled in more than 3,800 tutorial colleges (Finkel, 2013). Asian Development Bank (ADB, 2012) R.M. de Guzman S.M. Rodriguez (&) Saint Michael’s College of Laguna, Biñan, Laguna 4024, Philippines e-mail: [email protected] B.V. de Castro University of Santo Tomas, Manila, Philippines e-mail: [email protected] © Springer Nature Singapore Pte Ltd. 2018 S.F. Tang and S.E. Cheah (eds.), Redesigning Learning for Greater Social Impact, DOI 10.1007/978-981-10-4223-2_8
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noted that Japanese families spend an estimate of $12 billion on private tutoring annually while in Pakistan, expenditures on tutoring per child averaged an equivalent of $3.40 a month, a significant amount considering 60% of Pakistan’s population reportedly lives on less than $2 per day. Notably, it was reported that around 58.8% of Grade 10 students in India and 32% of primary students in Vietnam was receiving tutoring. In Malaysia, a survey revealed around 20.1% of the households indicated expenditures on private tutoring. The same is true in the Philippines, Cambodia, and Myanmar. Shadow education (SE) refers to “supplemental, privately funded academic lessons outside of school” (Southgate, 2009), the preparation for a forthcoming exam in a more rigid manner (Chou & Yuan, 2011; Bray, 2009). Shadow education also known as cram schools is specialized social institutes that prepare student for tests in a more efficient and marketable manner (Huang, 2004). It is not just remedial help, it is about “competition and creation of differentials” (ADB, 20
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