Abstract

Popularity of private tutoring stems from a belief in its positive impact on academic achievement, even though research does not provide any clear evidence of its effectiveness. The effects of out-of-school tuition may be conditioned by various environmental factors, which is why it is important to monitor the phenomenon and its consequences for local education systems. The aim of the study was to evaluate the prevalence, determinants and effects of private tutoring among seventh-graders of public elementary schools in Ostrołęka. The study involved 400 pupils (84% of the population) and 371 of their parents (78% of the population), using school achievement tests and a questionnaire for parents. The results showed that paid private tuition is not an effective strategy of supporting students in school difficulties. Pupils who were provided with private tutoring in fact had average lower scores in end-of-year maths tests, compared to students with similar end-of-term grades and socio-economic status who had to do without this form of support. The results should encourage a more attentive monitoring of the quality and effects of private tutoring and also of the role played by this form of support in the achievement of students who experience varying degrees of school difficulties. The study has showed that perhaps other methods of providing support to such students should be sought, including those more closely linked to the formal education system.