ATTTUDE OF INTERMEDIATE PUPILS TOWARDS

PRIVATE TUTORING IN SELECTED

PRIVATE SCHOOLS IN
TANAUAN, CITY

A Thesis Proposal
Presented to
The Faculty of College of Teacher Education
Batangas State University JPLPC
Malvar Campus

In Partial Fulfillment
Of the Requirements for the Degree
Bachelor in Elementary Education

By
Ganaba, Jerline C.
Litcher, Jane I.
Siman, Lorna M.
January 2015
Chapter I

THE PROBLEM
Introduction
Living in the 21st century, a literate populace is more vital than ever. This
requirement is normally perceived to be of immense importance due to the emergence of
a highly competitive and integrated international economy, fast technological
advancement, and a growing knowledge base that have continuous profound impact on
their daily lives. This situation gives a notion that the only way to be prepared and be
accustomed to these changes is through education. It is also the stepping-stone for the
better future, and to succeed in developing various tools and techniques with which to
forge the pathways of progress. With this, educators play a very important role for in their
hands lie the task of educating the people, which can be called as future agents of change.
In addition, it is important that the next generation needs to be scientifically
literate in order to cope up with the local and global changes which are necessary to
develop his capacity for independent actions, initiative and responsibility; and the
language of time as well. At this time of advancement, the young ones are those who
should be carrying the responsibility for the changes towards the organizational
competitive advantage.
Investing in education is seen as one of the fundamental ways in which nation
states and their citizens can move toward long-term development goals and improve both
social and economic standards of living. In this light, the government in the country
provides supplementary budget for education to be allotted for instructional materials
teacher preparation and physical facilities. Further, it also creates intervention program
2

like K-12 Education to make the educational system parallel to other progressive
countries.
In the Philippines, education is regarded as the first priority of parents because it is
a common belief that this is their only legacy to their children. Parents usually invest on
formal education for they believe that it is the real key to success. Besides, it is very
evident today that having a formal education make people easier to socialize, and most
especially, to get stable job which is the ultimate goal of the people.
But then, it is very evident today that there are parents who still seek for more than
the formal education, so they also seek private tutors for their kids individualized
attention. Individualism has intensified the need for privatization of education and
learning, making one-to-one private tutoring a popular option.
The reason why people today are demanding to increase the quality of education is
that they firmly believe that it would provide them a future with high living standards as
well as a high level of welfare. Further, because both the parents and students today are
worried that the education provided in schools would not be sufficient enough, they feel
obliged to search for different methods. One of the best solutions to this is the Shadow
Education or more commonly known as Private Tutoring.
In foreign countries, Private Tutoring is also called as Shadow Education. Shadow
Education was developed to the mainstream education but with different characteristics.
It is a widely used term that covers various forms of private courses. In recent decades,
shadow education has greatly expanded, and it has far-reaching economic, social and
educational implications (European Commission 2011).
3

Shadow education moreover, is considered or said to be a supplementary tutoring.

The metaphor is use because much tutoring mimics the mainstream school system. It is
said that any new curricula added and introduce to the formal education or the
mainstream will also appear shadow in due course. As the mainstream expands, so as the
shadow.
Many families have given their opinions regarding this. For them, the provision of
mainstream schooling is inadequate to meet all their expectations, and particularly for the
achievement of their children in relation to that of other young people. It is also said that
private supplementary tutoring of various kinds is used to bridge the gap, to improve and
maintain their childrens competitive advantage.
But then, there are negative perceptions to the supplementary schooling. If left to
market forces, tutoring is likely to maintain social inequalities and can create excessive
pressure for young people who have insufficient time for non-academic activities.
Additionally, school teachers providing extra tutoring in exchange for fees from their
own pupils is definitely another serious problem. (Bray, 2010). But still, for some people
may be, extra lessons for the children are essential for their academic success.
There are many reasons why people today in this modern world have major
interest to Private Tutoring. Some reasons would be: parents do not have time to tutor of
their children; parents hope that their children will have high academic achievement in
school, and parents are not satisfied with public school education.

In Tanauan City, there are numerous private schools which offer Shadow
Education such as Montessori East Elementary School. Lily Rose School, St. John
Academy, Jesus is Lord Church and others.
With the recognized significance of education that is crucial for the success of
ones nation as discussed previously, this study was conceptualized. The desire to enrich
the quality of basic education motivated the researchers to determine the attitude of the
pupils towards Private Tutoring in selected private schools in Tanauan City with the end
view of generating findings that has a profound implication to the Private Tutoring
Program.
As future elementary teachers, this study would help the researchers understand
the role of tutorial in strengthening students performance in class and how this said
performances work, and impact to attitude towards it. Most importantly this could give
them baseline data on how it may affect the quality and equity in the educational system.
Statement of the Problem
This study will attempt to determine the attitude of the intermediate pupils on
Private Tutoring in selected private schools in Tanauan City with an end view of
determining the implication of the findings to the private tutoring program.
Specifically, it aims to seek answer to the following questions:
1 What is the profile of the respondents in terms of:
1
Sex;
2
Socio-economic status;
3
Birth Order;
4
Number of Siblings; and
5
Parents highest educational attainment?
5

2 How may the respondents attitude towards private tutoring be described along
with the following components:
2.1
cognitive;
2.3
affective; and
2.2
behavioral?
3 Is there a significant relationship between the respondents profile and their
attitude towards private tutoring?
4 What is the implication of the findings to private tutoring program?
Significance of the Study
Private Tutoring has been regarded as a means of strengthening the pupils
knowledge in a particular discipline through a one-on-one discussion/lecture.
Determining the pupils attitude towards this form of education has been a subject or a
topic to different local and international researches.
In this view, this study is important to the principals or school managers of the
private schools as it provides a quantitative perspective on the attitude of the pupils
towards tutorial classes being conducted. Hence, the results can be used as inputs in
determining management strategies to help the pupils improve their classroom
performance.

This study would light up what is the attitude of the pupils towards Private
Tutoring. The teachers will be able to better identify and appreciate their role in the
educative process, thereby, become more efficient and effective molders of pupils as
learners and more competent and capable educators particularly in teaching instruction
they employ. This study will also acquaint them with the implication of Private Tutoring

to private tutoring program, which may serve them well in determining ways on how they
can be more effective teachers if the studies can be used for further development of the
education sector.
Parents may be also benefited for the result of this study may inform them of the
attitude of their child towards private tutoring hence, can strengthen the amount of
support they give to their children and to the school as well.
The researchers, who will soon become elementary educator, would be benefited
in this study for they can be aware of the extent constraints that affect it. Through this, it
would encourage and motivate them to improve their present accomplishment. The
findings will motivate them to become aware of the attitude of the pupils towards Private
Tutoring.
Lastly, for the future researchers, the results of this study will serve as source of
information concerning Private Tutoring. This may serve as a springboard hoping to
stimulate others to undergo further researches related to the study.
Scope and Delimitation of the Study
This descriptive study aims to determine the attitude of intermediate pupils
towards private Tutoring in selected private schools in Tanauan City. The respondent of
this study has a total number of 64 pupils from Montessori East Elementary School, Lily
Rose School, Saint John Academy, Penleigh School, Sta. Cecilia, Tanauan Institute, Jesus
is Lord (JIL), and Christian College of Tanauan, School Year (SY) 2014-2015.
This study will identify the profile of the pupils such as sex, socio economic
status, birth order, numbers of siblings, and parents highest educational attainment. This
7

study will determine the attitude of the intermediate pupils towards private tutoring
including the three components of attitudes.
A survey questionnaire will be used in this study to seek answers among
intermediate pupils and aims to find out whether there is a significant relationship
between the profiles and the attitude of the pupils towards private tutoring.
Further, researchers believed that it was best to conduct the study among
intermediate pupils because usually, they are the most capable among areas in
elementary. The study will be conducted in Tanauan City because it is the most
convenient place for the researchers to conduct to and because there are lots of private
elementary schools whose pupils are usually exposed to private tutoring.

Chapter II
REVIEW OF LITERATURE
This chapter presents the summary of various readings which will support the
hypothesis of the study. It also expounds findings of the previous studies which are

relative to the present one. The data and information gathered will be distributed in
accordance with conceptual and research literature.
Conceptual Literature
The following paragraphs deals generally, with the attitude towards private
tutoring system according to the three components of attitude namely: cognitive, affective
and behavioral. The essentiality of private tutoring is also stated.
For millions of children throughout the world, formal instruction does not only
end when the school bell rings which signals the school days completion (Bray, 2007).
Many of them proceed to some form of supplementary tutoring while others remain to
their school compounds where they receive their tutorials being conducted perhaps on the
same classroom and may be by the same teacher. Lot of children also receives private
tutoring even during weekends, summer vacations or holidays.
A wide range of types of private tutoring exists. At one end of the scale is one-onone tutoring, commonly delivered in the homes in either the tutors or their students.
Alternatively, pupils may receive tutoring in small, medium-sized or large groups. At the
extreme, pupils may pack into large lecture theaters, with overflow rooms operating with
video screens. Other tutoring may be provided by the internet, and indeed can be
conducted across national and even continental borders. This range of types of tutoring
requires a corresponding range of responses by policy-makers (Lykins, 2012).
Research on private tutoring have defined different modes of private tutoring and
explained the uprising of private tutoring in different cultural contexts. Due to such

efforts, the shady nature of private tutoring has stepped out of the shadows and been put
into new light.
Private tutoring is a phenomenon that has escaped the attention of researchers,
educational planners and decision-makers. Very little is known about its scope, scale, and
pupils achievements and equality of opportunities. Because of its size in a number, of
countries- and due to its nature- that of a private service oriented at improving academic
performance- private tutoring has important implications for the educational system as a
whole that cannot be ignored by educational policies.
Planners and decision-makers need to be informed of this phenomenon and reflect
whether it is a good or a bad thing. It may be considered a good thing in that it provides
additional resources to numerous (often-underpaid) teachers and university students.
Parents are always been ready and willing to produce large amount of money in order to
give their children the best preparation for and facilitate access to a

higher level of

studies and to the best schools. Moreover, something that needs to consider concerning
this is that, whether it works, and how it affects the quality and equity in the educational
system.
Bray (2009), argues that the issues associated with the private supplementary
tutoring do really need confrontation. This does not imply thatall aspects of private
tutoring are negative. Private tutoring helps pupils to learn and thus extends their human
capital, which in turn

contribute to economic development. It may also have valuable

social functions providing constructive opportunities for children and youth to interact
with peers and others. Private tutoring also generates incomes for the tutors; and the
10

tutoring may assist mainstream teachers by helping pupils to understand lessons which
otherwise might not have been understood.
By contrast, it is said that teaching a kid only when he is having his examinations
may not have a good learning to take place. This is due to the fact that creative learning is
said to be gained when someone who is involve to this is whole-heartedly willing to
invest his time and effort into it- in short, Learning takes time.
Besides, in the mainstream education, there are school teachers and group tutors
who cannot satisfy the individual needs or give enough attention to each student, so
students seek private tutors for individualized attention. Individualism has intensified the
need for privatization of education and learning, making one-to-one private tutoring a
popular option.
Those are some reasons why some people add that the private tutoring has a
negative impact to the mainstream or to the formal schooling. Aside from the fact that not
all of them can be able to pay for such courses, social inequality would be very evident.
Private Tutoring is much less about supports to those who are in real need of
learning support those they cannot find at school, and a lot more about maintaining
competitive advantages within schools for students who are already successful and
privileged. Elaboration on this matter requires identification of a range of motives for
seeking tutoring.
Moreover, Private Tutoring program strongly impacts the financial and social
status of individuals and school systems, as it reflects the changes initiated the
mainstream education and resonates with people world-wide (Dallman-Jones 2006).
11

Private Tutoring may have negative dimensions, as gauged from the South Korean
experience. If left to market forces, tutoring is likely to maintain social inequalities and
can create excessive pressure for young people who have insufficient time for nonacademic activities. Additionally, school teachers providing extra tutoring in exchange for
fees from their own pupils is definitely another serious problem. (Bray,2010).
Furthermore, casual observers tend to assume that the groups that receive most
tutoring are those, which are most in need, i.e. pupils who are achieving below national
norms for their age groups. This is certainly not the case in many parts of the world. In
East Asia, for example, tutoring is more likely to be received by pupils who are already
performing well but whose families wish to maintain or further enhance their
performance in the competitive society. In Europe the social, economic and cultural
ingredients may differ, but it would still appear that if left to market forces tutoring is
more likely to be received by relatively high academic performers than by their weaker
counterparts. This correlates with disparities in family incomes.
In Hong Kong, some middle class families employ private tutors as a means to
symbolize their social prestige and status. Spending large amounts of money hiring
private teachers represents their wealth and care for their children. One father was willing
to spend more than HK$200 per hour to hire a private tutor for his daughter in
kindergarten. Moreover, employing students from famous universities who are already
social elites means that the employers (i.e. the parents) are the bosses of social elites.
This symbolic meaning implies that identity formation stirs up an intense competition
between families.
12

As Temel (2002) suggests, maybe the actual inequality of opportunity will occur if
the private courses are closed down. In reality private courses can be seen as institutions
which eliminate inequality of opportunity, since those who have good financial situation
will one way or another provide a good education for their children. The ones who will
have the real problem will be the families with low income.
Therefore, it just explains that the socio-economic status of every family is one
thing that must be considered towards Private Tutoring. It clearly insinuates that poorer
students do not have the means to pay for private tutoring services. As a whole, the trend
reinforces poor education practice and inequality in education provision in societies. It
reinforces social stratification and class inequality because richer families can access
better education through employing private tutors with higher qualification and teaching
ability.
As for gender role facilitator, Chodorow (2010) theorizes during socialization,
girls become little women by direct and gradual imitation of mothers. Boys reject
femininity both psychologically and culturally and fantasize masculinity abstractly.
Although this phenomenon is not universal and absolute, it provides us a window to look
at gender construction in Hong Kong society. In most families in Hong Kong, both
fathers and mothers are working, so children often lack enough parental attention. Most
students prefer hiring private tutors with the same gender as them. Private tutors can also
serve as a model for gender role and masculinity/femininity in the way that they dress
and behave; they can be regarded as gender role facilitator.

13

In the American Educational Research (2002), the tutoring programs offered in

many elementary and secondary schools today differ in an important way from
yesterday's tutorial programs. In most modern programs, children are tutored by peers or
paraprofessionals rather than by regular school teachers or professional tutors. The use of
peer and paraprofessional tutors has dramatically affected the availability of tutoring
programs. No longer is luxury available only to aristocratic elite, tutoring programs today
open to boys and girls in ordinary classrooms throughout the country.
In Turkey, the purpose of their private courses is defined as educating the students
on the lessons they wish to succeed in and improving their level of knowledge, preparing
them for the entrance exams of the next level educational institution, preparing them for
the exams conducted either by public or private institutions, encouraging them to do
research and analyses, and specializing in accordance with their interests and abilities in
order to make progress in particular fields (Mone, 2000).
Parents consider the function of schools and private courses as completely
different. Private schools are seen as institutions that prepare the students for the exams
and support the schools, whereas schools are institutions where the foundation of
education is established and whose significance cannot be overlooked. Parents thus
accept the schools as institutions, which fulfill certain important needs of their children.
Similarly, managers of private courses suggest that the function of these courses is not to
replace schools but to complement them (zdebir, 2000).
The basis of Hong Kong education system is meritocracy and competition (Fung,
2003). Most parents in middle class families have higher education, but their knowledge
14

and time have been used intensively on economic production instead of giving guidance
to their children. Kwok (2004), mentions the insufficiency of free academic guidance
from elder family members by using the data of higher rate on private tutoring from
families with higher educational qualifications. Education helps social class reproduction
and those who can afford to go to elite private schools pay for the special status rights
and social networks providing passage of privilege (Ballantine and Hammack, 2009).
Both working class and middle class families employ private tutors as an
educational investment. The working class families regard private tutoring as a way to
attain upward social mobility, while the middle class families wish to remain as social
elites. In Bray and Kwoks quantitative research (2003), it was found that more than half
of both low-income and middle-income households in Hong Kong spent least of their
monthly household income on tutoring fees. However, only few low-income households
spent one-eight of their monthly household income on the fees, which was bigger than of
the middle-income households that did so. These numbers reflect that middle class
families are more willing to spend money on private tutoring. Moreover, it has been
proven that there is a consistent and direct relationship between parents educational
levels and consumption of private tutoring. That is, the higher the parents education
levels, the higher the investment in private tutoring (Bray and Kwok, 2002).
Among the obvious questions, especially for students and their parents but also for
governments and their policy makers, is whether tutoring "works" in the sense of raising
the learning achievement and particularly examination scores. This question is difficult to
answer unambiguously. As with other forms of education, much depends on the
15

motivations of both tutors and tutees. Other significant elements in the equation are the
types of tutoring and the pedagogic approaches.
One starting point is with the perceptions of the students and/or their families. It
may be presumed that in most cases the perceptions are positive, because otherwise the
students would not seek and continue to receive tutoring.
When it comes to achievement in education, usually academic achievement
expressed by skills or achieved knowledge with grades developed by courses studied at
schools, test scores, or both of them are meant (Carter and Good, 2003). Academic
achievement expresses changes in behavior in all program areas other than psychomotor
and affective development (Erdogdu, 2006). Academic achievement may differ
depending on the type of school, whether there is selective-type school or not, and
gender.
Prior to this, it is said that there are countries with a stratified system have
relatively high-average and low-inequality in math performance; these includes
Singapore, Hong Kong, Netherlands, and the Flemish region of Belgium. (Huang, 2009).
Charter schools had larger student achievement gains than traditional public schools in
math, reading and language usage. Private and magnet schools had lower achievement
gains in some subjects (Cannata and Penaloza, 2008). A study comparing achievement
according to gender in selective schools found girls had better scores and higher
correlations between SSEE and UEE (Bahar, 2011).
Private Tutoring has many types of impact. The most obvious, is in academic
achievement of the child or the pupil. Many people assume that private tutoring delivers
16

positive results in academic achievement, reasoning that otherwise families would not
invest in. (Bray, 2012). However, that assumption would not always be sound. Much
depends on both the quality of tutoring and the abilities and motivation of the learners.
Some tutors have excellent skills but work with pupils who are unmotivated or not
academically capable. By corollary, some pupils are motivated and capable, but their
tutors lack content knowledge and pedagogical skills.
Breckler (1984) and Jones and Clarke (1994), proposed that affect, behavior, and
cognition are distinguishable, yet interrelated components of attitude. Breckler (1984),
provides a continuum by which to measure these attitudinal components; Affect can vary
from pleasurable (feeling good, happy) to unpleasurable (feeling bad, unhappy).
According to the International Education Journal Vol. 5, No 1, 2004, behavior can
range from favorable and supportive (e.g., keeping, protecting) to unfavorable and hostile
(e.g., discarding, destroying). Likewise, cognition or thoughts may vary from favorable to
unfavorable (e.g., supporting versus derogating arguments), (Breckler, 1984).
Tutors have known that learner attitudes and responses are interconnected and that
a positive correlation exists between the two. Burns study supports this with the
statement that attitudes are evaluated beliefs which predispose the individual to respond
in a preferential way (Burns, 1997). Tutors therefore, have had also the dynamic task of
improving the tutorial programs, its delivery and resources in an attempt to fuel positive
learner attitudes knowing that, in turn, it would improve learning outcomes. (Paris, 2004).
In accordance with the three components of attitude, the researchers hereby stated
related concepts of cognition, behavioral, and affection:
17

Students with successful academic results should also be given particular

attention, so to obtain even higher levels of achievement. Added to this, vocabularies are
practiced, textbooks are recited, and current issues memorized. All these involve a high
degree of repetition and memorization skill, with examination being the ultimate goal. In
such cases, students find it difficult to remain self-motivated, so the duty rests upon
private tutors.
Demerath, Lynch and Davidson coined a term called psychological capital
(2008). The components of psychological capital include pronounced expectations for
personal advancement, strong beliefs in students capacities to success, and selfconscious development of a strong productive work ethic (2008). In short, psychological
capital is the mental capacity of competitiveness in a capitalist society. In this case, the
students with low motivation build up their psychological capital through private
tutoring, because willingness to compete is always the first step to success in a capitalist
meritocratic society.
According to The Hong Kong Anthropologist, 2010, compared to school
education, private tutoring was a much more desirable way of learning because private
tutors can directly teach them without assigning unnecessary activities and exercises.
Moreover, a much more harmonious and supportive relationship can be built with private
tutors, thus minimizing alienation. They prefer the encouragement and appreciation from
private tutors than the stingy criticism from teachers. Most importantly, they said they
could get rid of the exceeding and unbearable intense competition with their classmates

18

and schoolmates. Therefore, private tutoring can act as another way of learning that meets
individual needs outside of the prescribed competitive mode of learning.
Private tutoring enables tutors, students and parents to experience intimate and
altruistic relationships. Foondun (2002) describes tutoring as a leveler in which it is free
from the labeling and stigmatizing effect in school education. He believes in this way,
there are positive effects on students personal growth which school education may not be
able to provide. In fact, many students who are neglected in school find confidence, selfawareness and meaning through private tutoring because these students are usually given
little attention by their parents, teachers and classmates.
Wolcott has provided people an insight that may also be applied to private tutoring
in Hong Kong. He mentions antagonistic feelings of Indian American students towards
school because of failing to integrate into the mainstream society (1987). It seems that
antagonism also arises among Hong Kong students because of the failure to succeed in
this meritocratic education system. Their disappointment and frustration arises, as they
cannot assume the position of elites from their compulsory formal school education. A
number of students reported that they felt miserable about going to school; they were
disappointed by their failures in countless examinations and the feeling of being uselessin
boring classes.
Cohen (2002), hundreds of teachers and researchers already have written reports
on the effects of such programs on children. Although some of the reports are based on
subjective impressions and informal observations and thus are of limited scientific value,
other reports describe sound experimental studies of tutoring. In such studies,
19

investigators usually compare the performance of equivalent groups of students assigned

to classrooms with and without tutoring programs. Comparisons often focus on learning
gains in the two types of classrooms, and sometimes also cover affective growth of
tutored and untutored students.
Being a role model is the expectation that most parents have towards the private
tutors. When they employ private tutors, they expect tutors to have a standard code of
ethics, such as no smoking, no drinking, no swearing, knowing how to dress properly,
presenting good behavior, and adopting a polite attitude.
According to The Hong Kong Anthropologist, 2010, a private tutor said the
parents of one family always asked their children to learn from her attitude and merits,
such as being independent, and being able to generate income while studying. Moreover,
the grandmother regarded her as an exceptional role model because of the Chinese view
of a teacher as an expert in both disciplinary knowledge and moral standards.
The concept of idol is different from that of role model in terms of the degree of
worship. A role model sets an example, students can choose to follow or not. In one case,
the private tutor said his student really treated him like an idol. The student mimicked his
hairstyle, clothing style, tone of speaking, behavior and even his personality. The student
went to the same hair salon, found the same hairstylist, went to the same boutiques and
bought the same style of clothes as his private tutor. According to his parents, before
receiving tutoring, the student always spoke foul language and acted violently, but now
he has become much more gentle and polite towards others. The private tutor explained

20

that the student lacked a proper model to follow, so all that he learnt from his peers was
foul language and bad-behavior.
The message from the educational literature on tutoring programs seems clear
enough. These programs have definite and positive effects on the academic performance
and attitudes of those who receive tutoring. Tutored students outperformed their peers on
examinations, and they expressed more positive attitudes toward the subjects in which
they were tutored. Tutoring programs also had positive effects on children who served as
tutors. These tutors not only developed more positive attitudes toward the subjects that
they were teaching, but they also gained a better understanding of these areas.
Tutoring programs apparently have much smaller effects on the self-concepts of
children. Neither tutors nor tutees changed in self-esteem as a result of tutoring programs.
The literature contains anecdotal reports of dramatic changes in self-concept brought
about by tutoring programs, but quantitative studies do not support these reports.
Dramatic changes in self-esteem appear to be atypical. (American Educational Research,
2002).
In the study conducted by Cohen (2002), a meta-analysis of findings from 65
independent evaluations of school tutoring programs showed that these programs have
positive effects on the academic performance and attitudes of those who receive tutoring.
Tutored students outperformed control students on examinations, and they also developed
positive attitudes toward the subject matter covered in the tutorial programs. The metaanalysis also showed that tutoring programs have positive effects on children who serve
as tutors. Like the children they helped, the tutors gained a better understanding of and
21

developed more positive attitudes toward the subject matter covered in the tutorial
program. Participation in tutoring programs had little or no effect, however, on the selfesteem of tutors and tutees.
Related Literature
The researchers presented the survey of relevant studies focus on attitudes, factors
that affects it and the difficulties during their study. With the hope that it would
substantiate the quality of this study, they considered several researchers that are partly
relative to the present study.
Learning environments as well as social and emotional competence that supports
child development have been shown to enhance academic performance in various direct
and indirect ways. Competence in different fields is one of the main factors for the
student to enhance their academic performance. Their learning environment helps them to
be motivated to have academic achievements. (Eggen and Kauchak, 2004).
According to Aquino (2007), the atmosphere of the home is a big developing
factor for the emotional stability of the child. A home which fosters love and affection is
giving the child the solid foundation that will make him a worthy member of the society,
and from the love of his parents, this love will later radiate to encompass more and more
people so that later on, the self is integrated with the satisfaction of other people.
Kulp and Davidson (1998), in their study show that the home has effect on the
building of attitudes. Data gathered in the investigation revealed that the social attitudes

22

of siblings support the belief that: The home is more influential than the school is the
formation of attitudes.
Therefore, the parents, and the pupils choice of the place for the tutorial session
has a great impact on the learning of the child. It is means as another factor to consider as
it serves as one of the motivator as well as freshen up the mind of the child. Then, what
place or environment the tutorial sessions are held, it still up to the tutees and their
parents where they are more convenient to conduct it.
Social comparison on the other hand, can cause views among students regarding
their competence, if they are homogenous as to academic performance and abilities.
Elliot (2000) wrote, As they begin to measure themselves against their classmates,
however, confidence in their own abilities becomes more realistic.Therefore, this is one
of the reasons why pupils nowadays got tutors by their parents for they believe that it
would be a big help for their better academic performances.
According to Laja (2009), as a parent, you are looking out for your children, trying
to make the best decisions for them and their futures. When it comes to schooling, parents
often have to work out whether to send their children to public school or keep them in
private school, while others who are still not contented, get tutors for their kids. They
look towards the supplementary tutoring as a good way in partnership with the formal
education system for building up their kids good foundation in education.
It is said that the best way to improve education is to strengthen parents role in it,
reinforcing their relationship and encouraging them in their critical job of teaching the
young. It is a fact when we say that not all teachers can be considered as parents and
23

partners in all the aspects of the educational process. Lots of the best institutions out there
are those in which parents and teachers or tutees feel that they are a team who will
collaborate and collide and do not execute competition among them for the childs
attention and interest.
According to Libao (2006), among those attitudes associated with achievement are
good concepts of themselves having some control over their lives, and knowing that
what they do will pay off with positive results. These attitudes are found not only on
school but also at home and they reinforced by school working together with parents
towards childrens education. Involvement of many parents is desirable.
Arellano (1994) discussed in his findings that an educator who works in various
curricula should not fail to incorporate parents in the educational program. By
incorporating the parents knowledge and suggestions, the curriculum of the school can
best be jibed with the needs of the children.
The result would be a vitalized and meaningful curriculum. Strategies for making
major curriculum enrichment have been ineffective if parents had not been involved
directly in planning what should be done.
This is another reason why pupils, more specially their parents chose to get the
services of the tutors. This way, through their help, their child would be more competent
than others. Moreover, parents care about their childs academic performance because
they believe good academic results will provide more career choices and job security in
the future. (De Jesus, 2006).
24

But then, gender of the pupils should also be considered in determining their
attitude towards the tutorial thingy. Based on the study conducted by Dela Cruz (2006),
girls are also more often expected to participate in other non-active activities such as
reading and chatting with friends, than are boys. Girls, as a group, tend to be perceived as
making and more prone to emotional responses, often girls are expected to be more
responsible than boys, and more trust worthy in regards to their willingness to follow
others.
Although boys and girls differ in their physical, emotional, and intellectual
development, there is no evidence that these are linked. Therefore, it is unlikely that
education performance is explained by biological differences. If biology were the reason,
girls would not have improved significantly in certain subjects, of which boys use to
outperform girls traditionally, such as Math and Science, in the past two decades.
In negation to this, Wagner (2001), stated that differences between and female are
due to their different way of learning. Throughout their learning, girls are encouraged to
be passive, caring, to take no risks, and to defer male voices in the public discussion.
It just only means that boys and girls are different from each other. The way they
act, girls can be easily distinguished from the boyshow they talk, walk, the way they
dress up, and even their personalities, perceptions and attitudes. Their differences from
each other are also very evident when it comes to their perceptions and attitudes towards
the Shadow Education. Perhaps, little girls would want to have their tutors in studying but
boys would not. Alternatively, this can also be that the boys would want to have tutorial
sessions because they need one. It is not impossible today that these would happen
25

especially that majority of the people in this twenty-first century value education too
much for they believe it would really lead us to success.
Furthermore, in attitude study made by Bartley (2004), she revealed that attitude
may be positive or negative from the start. Usually some students show their eagerness in
their studying from the very start to impress their classmates and some shows their
unfavorable attitudes towards their subject, then sometimes they are changeable in their
attitudes.
In the study made by Orna (2010), it is said that psychologists define attitude as a
way of feeling, thinking, and behaving toward something or somebody. The perception of
situations or persons typically reflects these feelings, thoughts, and actions. Students
attitudes schools arise from a number of sources such as parents, siblings, peers, their
own performance, and teachers among others (Gines, 1998).
Synthesis (ORGANIZE ALL OF IT)
The notion of Eggen and Kauchak, Kulp and Davidson, Elliot, Laja, Libao,
Arellano, De Jesus J., Dela Cruz, Wagner and Bartley strengthen this paper for this given
extensive explanation about Shadow Education.
The study of Libao, is similar to the present study because it focused on the
Tutorial Practice in the Selected Private School at the City of Tanauan where the
researchers will also conduct the said study. They also use the survey questionnaire as an
instrument as well as the respondents use. However, they also use tutors as their
respondents while the current researchers focused on the intermediate pupils only.
26

The study of Eggen and Kauchak together with Kulp and Davidsons both support
the present study as it they focused on the physical environment which is one of the most
important factor to consider in conduction a tutorial session. As a kid, he should have a
good environment in order for him to acquire learning that he needed.
Moreover, the study of Arguelles is almost the same with the present study for
they also focused on the attitude of the pupils on Education wherein they also tackled the
value and significance of tutorial sessions which is supplementary education or the socalled Shadow Education today.
Added to this, the study of Laja is also the same with the present study. They also
have some similarities when it comes to the tackling of issues about parents who chose to
get the services of the tutors. They also used students as their respondents, the same
profiles with the researchers, and instrument.
In the study conducted by Bleza, they used students also as their respondents and a
descriptive questionnaire as an instrument, which is just the same with the present study.
They correlate with each other as they focused on the study habits and attitude toward
academic performances of their respondents. However, they differ in the respondents
age and level for the former used high school students while the latter used the
intermediate ones. Besides, their respondents profiles also differ with one another.
In the study made by Orna (2010) used College students in 2nd and 3rd year level of
BatStateU-Malvar. Same with the present study, they also used a descriptive method as a

27

methodology and the same instrument. However, the two studies are different when it
comes to the respondents being used.
Lastly, the study conducted by Calalo, focused on the perception of parents as a
whole towards the Tutorial services. The said study is almost the same with the present
study as they both involved the role of the parents in the educational system of their
children. They both used parents as their respondents; however, they differ in the sense
that the former study used parents of special children while the present study used parents
of children without disabilities. Both studies used the same instrument and methodology.
Theoretical Framework
Big Bulk Theory stated that one of the major reasons for the creation of schools is
to make young citizens more competent and productive, especially college students. In
this way, schools should foster national economic interest (Doll, 2001). The theory
further stipulates that education is an industry, learning is an asset and knowledge is a
commodity. Thus, the basics and the hard subjects for skill development for getting along
on the job should be the essence of the curriculum.
As the theory reiterate, education is very important for all country. This theory
gives this study a frame of reference for this gives a clear view to the thrust of this study
which is strengthening education through tutoring.
The pupils attitude towards this new mode of learning is believed
to be a new way of strengthening their performance in class. According
to Maio and Haddock (2009), Multi component model is the most
28

influential model of attitude where attitudes are evaluations of an

object that have cognitive, affective, and behavioral components.
These components are also known as taxi CAB that will get people
where they want to go and number of researchers have considered
how the CAB components contribute to the formation and expression
of attitudes.
Cognitive component of attitudes refer to the beliefs, thoughts, and attributes that
people would associate with an object. Many times a person's attitude might be based on
the negative and positive attributes they associate with an object. For instance, when one
learner recently bought a new toy, he devoted considerable attention to different
characteristics. In this example, attitudes toward the different toys were formed through a
methodological consideration of the positive and negative characteristics of each one.
Similarly, an individuals favorable attitude towards Private Tutoring might be based on
the belief that the Private Tutoring is effective, progressive, and has economic policies
that promote social equality.
Affective component of attributes on the other hand, refers to the feelings or
emotions linked to an attitude object. Affective responses influence attitudes in a number
of ways. For example, it has been observed that many pupils are fond of tutorials. So this
positive affective response is likely to cause others to have a positive attitude towards
Private Tutoring.

29

Behavioral component of attitudes, further, refer to past behaviors or experiences

regarding an attitude object, the idea that people might infer their attitudes from their
previous actions. For instance, parents might guess that they must have a negative
attitude toward Private Tutoring if they remember having signed a petition against the
unethical treatment of tutors.
This theory strengthened this piece of work because it presented a deep notion
about attitude which enlightened the researchers about the role of attitude in the
effectiveness of Shadow Education.
Conceptual Framework
For psychologists, attitude can be defined as a learned tendency to evaluate things
in a certain way. Included to this are evaluations of people, issues, objects or events.
These evaluations are often positive or negative, but they can also be uncertain at times
(Cherry, 2007). Further, Miao and Haddock (2009), introduces the multicomponent
model which is the most influential model of attitude where attitude is composed of three
components also known as taxi CAB (cognitive, affective, behavioral). Figure I
illustrated the direction of this study through using the Input- Process -Output (IPO)
Model.

30

INPUT
Intermediate Pupils at
Selected Private
Schools in Tanauan
City S.Y.
2014 - 2015
Profile
Sex;
Socio-economic
status;
Birth Order;
Number of
Siblings
Parents highest
Educational
Attainment

PROCESS

Correlation Analysis
of the Respondents
Profile and their
attitude towards
Private Tutoring

II. Attitude towards

Private Tutoring
Cognitive;
Affective;
Behavioral

Figure 1
Paradigm of the Study

31

OUPUT

Implication of the
findings of the
study to the
Private Tutoring
Program

Indicated in the first box are the variables under study such as the profile of the
respondents in terms of sex, socio-economic status, birth order and number of siblings.
Further, it also represents the attitude of the respondents towards Private Tutoring.
The arrow pointed to the second box represents the process of this study which
reveals if there is any significant relationship between the profile and the attitude of the
pupils on Private Tutoring. Lastly, the third box contains the output, which is the
implication of the findings to the private tutoring program.
Hypothesis
The study will test the statement below in its null form:
There is no significant relationship between the profile of the pupils and their
attitude towards Private Tutoring.
Definition of Terms
To facilitate understanding of the study, the following terms were defined
conceptually:
Attitude. This pertains to the "readiness of the psyche to act or react in a certain way".
Attitudes very often come in pairs, one conscious and the other unconscious. (Jung, as
cited by Main, 2004). In this study, it refers to the attitude of the pupils towards Private
tutoring as measured in terms of cognitive, affective and behavioral components.

32

Private School. This pertains to programs of instruction created, controlled, operated and
principally financed by private individuals and groups rather than by the government.
(Dimayuga, 2009). In this study, it refers to the 10 private schools namely: Montessori
East Elementary School, Lily Rose, Saint John, Penleigh, DMI, Sta. Cecilia, Tanauan
Institute, La Consolacion College of Tanauan, Jesus is Lord (JIL), and Christian College
of Tanauan.
Private Tutoring. It was developed to the mainstream education but with different
characteristics. It is a widely used term that covers various forms of private courses
(European Commission 2011). In this study, it refers to the program or institution offered
by selected private schools in Tanauan.

Chapter III
33

RESEARCH METHODOLOGY
This chapter comprises the research design on this study. It includes the significant
steps undertaken by the researchers in carrying out the objectives of the study. This
further shows the method of research which researcher employed in the study. The same
chapter also presents the research instrument and statistical treatment used for the
presentation and analysis of the data.
Research Design
The research endeavor will be conducted to determine the attitude of intermediate
pupils towards shadow education in selected private schools in Tanauan City. Calderon
(2011) stated that descriptive method was used to obtain information concerning the
current status of the phenomena to describe what exists with respect to variables or
condition in a situation, the method involved range from survey which investigates the
relationship between the variables, to developmental studies which seek to determine
changes over time.
The researcher adopted the descriptive method of research. Ekiz (2006) descriptive
method uses content analyses of documents and records, as well as observations and
interviews, as the key instruments of the data collection.
Furthermore, it allows quantitative and qualitative description of current status,
traits, nature and characteristics of the subjects. Besides describing what is, it also
supplies both factual and practical information that can be used to evaluate conditions. In
addition, it attaches significant relationships that exist or do not exist.

34

This design best suits the nature and scope of this study for this will determine and
describe the attitude of the intermediate pupils towards shadow education at selected
private school in Tanauan City.
Subject of the Study
The respondents of study are the intermediate pupils in selected private schools in
Tanauan City. For better understanding, the list of the said private schools has been
provided by the researchers.
The table shows the name of schools of the respondents.
Table 1

Name of the Private Schools

1.
2.
3.
4.
5.
6.
7.
8.

Christian College of Tanauan

Jesus Is Lord
Lilyrose School
Montessori East
Penleigh School
St. John Academy
Tanauan Institute
Sta. Cecilia Integrated School

Total

35

Populatio

Sample

Size

Schools of the respondents. Lilyrose School has __ pupils, Penleigh School has __
pupils, Montessori East has __ pupils, St. John Academy has __ pupils, Tanauan Institute
has __ pupils, Sta Cecilla Integrated School has __ pupils, Cristian College of Tanauan
has __ pupils, and Jesus is Lord has __ pupils. In sum, the researchers will utilize the
whole population which is __ .
The researchers believed that it was best to conduct the study among intermediate
pupils because usually, they are the most capable among areas in elementary. The study
will be conducted in Tanauan City because it is the most convenient for the researchers to
conduct to and the nearest to their place.
Research Instrument
In order to elicit the information needed in this study, the researcher will be using
a researcher-made questionnaire. The items of the questionnaire were based on the
readings done by the researchers. Questions are also based on some review of related
studies. This is consisted of two parts. These parts are based upon the general problem of
the research study.
Before conducting the study, the researcher first seek the approval of the
authorities concern to conduct this investigation. Upon the approval, the researcher
personally distributes the questionnaire. They inform the concern people about the
purpose of the study. The researcher made a brief explanation on the purpose of the study
and instructions on how to answer the questionnaire.
For the construction of the questionnaire, different bases are used by the
researchers such as books and survey instruments and other related concepts. Moreover,
36

the researchers scanned similar studies with which they looked for some questions that
had been used in the past.
The researcher set orderly questions carefully prepared to answer the specific
problems of the study. Questions are in Fixed Alternative Question form otherwise
called the closed type of question, which provide a list of choices among enumerated
alternatives. Hence, the subject responses are limited to specific alternatives. The draft of
the questionnaire will be submitted to the thesis adviser for corrections and suggestions.
After incorporating all the suggestions, the revised form will be checked by experts and
members of the panel of examiners.
The data will be gathered from the respondents through the use of the quantitative
method, specifically through the floating of researcher-made questionnaire. The
quantitative data to be gathered will be subjected for checking, scoring, analysis and
interpretation with the help of the statistician. The researcher with the help of the
statistician will make a careful evaluation of the results of the questionnaires. Every item
in the questionnaire will be painstakingly analyzed and interpreted to come up with the
implication of the findings to the formal education system.
Numerical
Rating

Verbal Interpretation
Mean Ranges

Value
4
3
2
1

3.25 4.00
2.50 3.24
1.75 2.49
1.00 1.74

Strongly Agree/ Highly Positive

Agree/ Positive
Disagree/ Negative
Strongly Disagree/ / Highly Negative
37

Data Gathering Procedure

The first part determines the profile of the respondents in terms of sex, socioeconomic status, birth order, number of siblings, and highly-educational attainment of
mother. The second part will be the questionnaire designed to measure the attitude of
intermediate pupils towards study in terms of cognitive, affective, and behavioral
dimension. It consists of 10 items each for each dimension. The respondents task is to
answer the given questions in all honesty in accord on what they think, feel and do in
order for the researchers to find if theres a significant relationship between the profile
and the attitude of the pupils on the shadow education and the implication of the findings
to the formal education system.
In quantifying the descriptive response of the respondents on their satisfaction, this
study make used of the four-point scale where four is the highest and one as the lowest.
This follows the Likert-type scale; it was applied to measure the evaluation of the
respondents on the items raised in the study. These are presented in terms of weighted
means with their corresponding descriptive equivalents.
Statistical Treatment of Data
The most appropriate statistical tools to answer the questions posed in this study
are arranged according to the sequence as presented in the statement of the problem.
Frequency and Percentage. These will be used to determine the distribution of
the respondents according to their profile.
38

Weighted Mean. This will be used to determine the attitude of the intermediate
pupils towards Shadow Education.
Chi-Square of Independence. This will be used to determine the significant
relationship between the profile of the respondents and the attitude of the pupils towards
Shadow Education.

39