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EXTRA-SCHOOL INSTRUCTION, SOCIAL EQUITY AND EDUCATIONAL QUALITY
T. Marimuthu Jasbir Sarjit Singh Khairiah Ahmad Lim Hong Kuan Hena Mukherjee Safiah Osman T. ChelliahJagdish Raj Sharma Noorshah Mohd. Salleh Leonard Yong Lim Teik LeongS. Sukumaran Thong Lay Kim Wahab Jamaluddin
REPORT PREPARED FOR THE INTERNATIONAL DEVELOPMENT RESEARCH CENTRE 1991 ARC HIV 90545 10FIC Lib 610. Lo":";
EXTRA-SCHOOL INSTRUCTION, SOCIAL EQUITY
AND EDUCATIONAL QUALITY
Professor Dr. T. Marimuthu (Project Director) Professor Dr. Jasbir Sarjit Singh Associate Professor Khairiah Ahmad Associate Professor Dr. Lim Hong Kuan Associate Professor Dr. Safiah Osman_ Associate Professor Dr. Hena Mukherjee Associate Professor Dr. T. Chelliah Dr. Jagdish Raj Sharma Ms. Noorshah Mohd. Salleh Dr. Leonard Yong Mr. Lim Teik Leong Mr. S. Sukumaran Ms. Thong Lay Kim Mr. Wahab Jamaluddin (Ministry of Education)
A REPORT PREPARED FOR THE INTERNATIONAL DEVELOPMENT RESEARCH CENTRE
FACULTY OF EDUCATION UNIVERSITY OF MALAYA 1991 CONTENT
Page
Preface vi
Acknowledgements viii
CHAPTER I : INTRODUCTION 1
1.1 Definition and scope 1
1.2 Statement of the research problem . . 8
1.3 Who are the private tutors 12
1.4 Tuition class size 12
1.5 Selection of the sample 13
1.6 School as a sampling unit 16
CHAPTER II : CHARACTERISTICS OF THE STUDENT SAMPLE 17
2.1 Background 17
2.2 Sex and ethnicity 17
2.3 Education and occupation 20
2.4 Household income and family size 23
2.5 Incidence of tuition-taking by the total sample 24
2.6 Conclusion 35
CHAPTER III : THE PRIVATE TUITION INDUSTRY 37
3.1 The organization of tuition 38
3.2 Commencement and span of tuition 44
3.3 The tutors 48
3.4 The scope of tuition 58
3.5 Tutoring strategies 62 lii
Page
3.6 Summary and discussion 68
a. Financial aspect of private tuition 72 b. TUition fees 72 c. Non-school subjects 76
3.7Conclusion 76
CHAPTER IV : PERCEPTIONS OF TUITION BY STUDENTS AND PARENTS 78
4.1 Attitude towards tuition 81
4.2 Perceptions of the school system and tuition 85
4.3Tuition and life in school 86
4.4 Summary and discussion 88
a. Attitude of parents towards tuition 89 b. Opinions of parents of tuition
takers and non tuition takers . . . . 92 c. Opinions of parents according to race 95 d. Opinions of parents according to SES 97 e. Opinions of parents according to state 98 f. Opinion of parents according to relationship 100
4.5 Conclusion 101
CHAPTER V : THE EFFECTS OF PRIVATE TUITION 112
Student perspective
5.1 Effects of private tuition on academic achievement 113
5.2 Effects of private tuition on teaching - learning process 122
5.3 Effects of private tuition on personal/ social/family life 125
5.4 Effects of private tuition on health .. 128
5.5 Effects of private tuition on leisure . 130 iv
Page
5.6 Effects of private tuition as perceived by students at three different achievement levels 134
5.7 Parental perspective 139
5.8 Summary and conclusions 149 -
CHAPTER VI : AN ETHNOGRAPHY OF A TUITION CENTRE 153
6.1 Introduction 153
6.2 A brief history of the centre 154
6.3 Location 156
6.4 Administration 157
6.5 Notes division 157
6.6 Progressive test 158
6.7 Guarantee of success 158
6.8 Discipline 159
6.9 The student enrolment 160
6.10 Type of students who take private tuition 163
6.11 The reasons for taking tuition 165
Teachers 165 Facilities 168 Notes 169 Mathod and approach 171 Hone 173 The individual 175
6.12 How they came to take tuition at the centre 178
6.13 Summary and conclusions 179 -
CHAPTER VII : SUMMARY AND CONCLUSIONS 182
7.1 Introduction 182
7.2 Reasons for taking tuition 182 Page
7.3Cost of tuition 183
7.4Utban-rural differences 184
7.5 TUtoring strategies 185
7.6 Tttors' qualifications and experiences 186
7.7 Effects of private tuition 187
7.8 Parental and student support for tuition 188
7.9 Ethnography of a tuition centre 189
7.10 Recommendations 190
ANNEXES 194 PREFACE
This study on private tuition is an outgrowth of an international
study which explored the relationship between examination domination
and its effect on student values, learning orientation and
occupational destination. The study on examination orientation found
that a considerable percentage of youths attended private tuition in
order to prepare themselves for the selective national school
examinations. Experiences from other countries in the region, particularly those with the British colonial heritage, showed that the practice of private tuition was so prevalent that it could be considered as a "shadow educational system".
A regional seminar on Private Tutoringwas held at the
University of Malaya in April, 1986 hosted by the International
Development Research Centre (IDRC) and the Department of Social
Foundations, Faculty of Education. The outcome of the seminar was that a regional study on private tutoring be mounted and that the study will be supported by IDRC. This report is the result of the study on private tuition (or extra-school instruction)in Malaysia.
The research team consisted of all members of the Departmentof
Social Foundations and other interested members of the Faculty of
Education. Since the formulation of this study in 1987,many members of the team have left the University on promotion and retirement.
Some have taken on second careers. Inspite of these temporary set- backs, owing to the changing membership of the research team, the vii conduct of the research continued. A considerable amount of data were collected from a sample of 8432 students from seven statesin Malaysia on various aspects of private tuition. Basically this study focusses on the magnitude of private tuition,the causes and consequences.
Although the data were collected through a sample survey, a qualitativeethnographic study of a private tuition centre was conducted by Dr. Lim Hong Kuan assisted by Mr. R. Supramaniam. This qualitative profile of a tuition centre enriches the quantitative data that have been analysed in this report.
The findings of this study confirms many of our "commonsense" view of private tuition but it also illuminates and enriches several other aspects of the private tuition industry. The summary and conclusions are contained in the last chapter. The implications for policy for the attainment of equality of educational achievement has also been referred to. It is hoped that this study will provide the data for educational policy makers to upgrade the quality of teaching and learning in our schools.
T. Marimuthu September, 1991 ACKNOWLEDGEMENTS
The research team would like to thank the International Development
Research Centre for providing the funds to carry out this research.
We would also like to take this opportunity to record our grateful
thanks to Dr. Dean Nielsen, Dr. Somsak Boonyawiroj and Dr. Jingjai
Hanchanlashof IDRC for their help, encouragement and understanding
during the period of the study.
The research team would also like to acknowledge the help
rendered by the Ministry of Education, the Directors of Education of
the various states, the headmasters, teachers, students and parents
who participated in the survey. Thanks are also due to the number of
research assistants who helped in the coding, analysis and the
administration of the study, particularly Ms Chloe Thean, Ms Vanessa,
Ms Grace Wi and Ms Christine Lim. Puan Habibah Tandan and Mrs Chia
Wai Chin helped with the administrative work related to the study; Ms
Goh Bee Gan has always helped out in the final compilation of the
report; all their help is greatly appreciated.
Last but not least we wish to thank the Dean of the Faculty of
Education and the Vice Chancellor of the University of Malaya for their support in the completion of the study. CHAPTER I
INTRODUCTION
1.1 Definition and Scope
Private tuition is a fast growing and increasingly important phenomenon in Malaysian education. Once a luxury, it is now considered a necessity amongst a large segment of the school population, at both the primary and the secondary school levels.
Passing major examinations with flying colours beginning with the
Standard Five Assessment Examination and now the Primary School
Assessment Examination means being placed in a good secondary school; doing well at the Lower School Certificate Examination (Sijil Rendah
Pelajaran) means being placed in the Science stream; and doing well at the Secondary School Certificate and Higher School Certificate
Examination (Sijil PelajaranMalaysia and Sijil Tinggi Pelajaran
Malaysia) provides the passport to a good university education. With this in mind, it is the aim of every parent to see that his child excels in his studies and therefore the demand and need for private tuition in order to acquire more knowledge so that he can prepare
himself adequately for these public examinations. For the purpose of this study, private tuition is defined as "learning activities for the
clientele of the formal school which takes place outside the regular
school instruction program for a fee or as a community service". 2
Despite the perceived benefits of privatetuition for motivated individual participants, several major issues havesurfaced in recent years. The effectiveness of the formal school is beingquestioned.
The strain on parental resources and the consequenterosion of the benefits of free education are important social concerns. The adverse effects of highly pressured private tutoring on the physical and psychological growth of students as well as on the quality of public education have become important educational issues.
It is important, therefore, that the phenomenon of private tuition and its incidence and consequences be examined fullyin order to generate information that will inform policydecisions.
The current status of private tuition in Malaysia is a reflection of the close connection between examination results and both educational and occupational destination. Performance in important selection examinations will determine whether students can remain in the education system (thus qualifying for high paying and high status jobs) or enter the workforce at lower status levels.
Beyong that, details in examination scores are used by universities and employers alike in recruitment and placement decisions.
Four national examinations represent particular "pressure points": the Primary Five Assessment Examination (now the Primary
School Assessment Examination at Standard Six), the Lower School
Certificate Examination (SRP), the Secondary School Certificate
Examination (SPM) and the Higher School Certificate Examination 3
(STPM). It is at these pressure points that private tuition flourishes.
In a study by T. Marimuthu et. al. (1984)1 on examination orientation it was found that the incidence of private tuition among urban and rural upper secondary pupils in Selangor was high.
This study (Table 1.1) shows that at Form 4 level, the yearbefore the major Form 5 school-leaving examination, 54.3% of the sample were attending private coaching classes. At Form 6 level, the figure moves up to a hefty 68.7%, giving a total figure of 62.3%of the total of
868 students who responded.
Table 1.1
Tuition by Class Level
Form 4 Form 6 Total Tuition N N X N
Yes 208 54.3 333 68.7 541 62.3
No 175 45.7 152 31.3 327 37.7
Total 383 100.0 485 100.0 868 100.0
Source: T. Marimuthu et.al. (1984).
Moreover, about 80.0% of those who were privately tutored had
out-of-school assistance in more than one subject as Table 1.2 4
indicates. In fact 21.5% of the total sample were tutored in five subjects while almost 16.0% were tutored in more than five subjects.
This information raises questions about the time forsuch classes.
Table 1.2
Number of Subjects Taken
Form 4 Form 6 Total No. N N N
1 29 15.6 45 29.9 74 21.8
2 33 17.7 26 16.9 59 17.4
3 19 10.2 17 11.0 36 10.6
4 30 16.1 14 9.1 44 12.9
5 44 23.7 29 18.8 73 21.5
More than 5 31 16.7 23 14.9 54 15.9
Total 186 100.0 154 100.0 340 100.0
Source: T. Marimuthu et.al. (1984).
There are various kinds of private tuition operating in
Malaysia, from institution-based formal courses to group instruction at the tutor's home to individual instruction at the student's home.
Involvement in private tutoring in the first place, as well as decisions about the kind of tutors to employ are decisions largely 5
basedon ability to pay. As private tuition has thus become a fee- paying "shadow" education system, it has hindered the Government's
to efforts to use education as a means of improvingupward mobility disadvantaged groups. In fact, private tuition hasbecome such a critical factor in educational attainment thatvarious social, educational, welfare and political organisations havebegun to provide private tuition to under-privileged students on a low- or no-cost basis through the use of volunteers.
Considering current trends, almost all students will be
involved in one form of private tuition or another,fee-paying or not, each with its own materials and methodsdesigned to help students cram
for the all-important examinations. ManyMalaysian educators are
concerned about this trend, not only because of its impact on social mobility and equity, but also because of its effect on educational
quality. They worryabout the back-wash effects of this immense
shadow system on the regular school, through its demands onthe time
and energy of the students and teachers,its influence on teaching-
learning processes, its focus on quick answers andtest-taking skills,
its devaluation of the reflective, aesthetic, ethical andrecreational
aspects of education. There are like-minded educators of other
countries in the region facing similar problems and would like to
examine this growing phenomenon, its causes and consequences, and
determinewhether there are alternative ways to assure youths that
education is commensurate with their aspirations and abilities.
Similar research conducted in other countries also reveal 6
similar problems. A seminar conducted in Malaysia in April 1986 brought together representatives from four countries (Malaysia,
Thailand, Sri Lanka and Korea) to consider the statusof this indlstry
and or "shadow" educational system and to formulate research issues designs for studying it further.
In Korea, a study revealed that about15.0% of all students were involved in some form of privatetutoring. Although it is not a high proportion in overall terms, further analysis revealedthat 50.0% of students in metropolitan academic high schools were involved in private tuition. In addition, there were large social class differences. For example, parents from higher income brackets tended to pay more than those from the lower income brackets for private tutoring (up to US$1000 a month for one to one tutoring). Over two- fifths (43.0%) of primary school students of parents earning US$1000 or more per month received privatetuition whereas only 8.5% of the students of parents earning below US$400 did so. The estimated total expenditures for private tuition in the early 1980s were enormqus, reaching about half a billion US dollars per year.
The situation in Sri Lanka is in many ways similar to that in
Malaysia. Success in three critical examinations determines the child's future educational and occupational options: the Grade V determines placement into high quality "popular schools" and the "0" and "A" levels determine placement into the very restricted university streams and higher status jobs or training institutes. A study by the
Economic Intelligence Unit of the People's Bank of Sri Lanka estimated 7 that 85.0% of children of professionals andhigh level administrators received private tuition whereas only 35.0% of children of lower socio-economic status did so.
Preliminary investigations relate the burgeoning of private tuition to the heavy examination pressures, the poor quality instruction in most schools and an overly "dense" curriculum especially in the pre-university courses. This leads to a situation in which students are required to seek outside help. Such help takes different forms: home visits by teachers and tutors, study groups set up by the PTA, group sessions at teachers' home, establishment of private institutions and even the staging of "masscramming" events sometimes involving tens of thousands of students in publicstadiums led by teachers.
Such excesses seem to be having a negative impact on the regular school and its functions. It is commonly perceived that underpaid teachers, using private tuition as an additional source, of income, often give more attention to it than their classroom teaching.
Students are finding tuition, with its emphasis on specific examination skills, more useful to them than schooling and thus becoming irregular in school attendance. There is also a sense that private tuition tends to take up time that might be devoted to extra curricular activities, hobbies and casual reading; that it places financial burden on parents; and that it forces the school to keep pace with this narrow orientation towards examinations. 8
In Thailand, the greatest pressure points are getting into one
of the country's prestigious high schools and then into one of the
twelve admission - restricted public universities. A National
Education Commision survey in 1983 showed that 65.0% of both high
school and college freshman had been tutored either the whole year
round or in summer programmes prior to taking the entrance
examination. Since tutoring is costly and available only in big
cities, Thai educators are concerned that this phenomenon is
undermining their attempts to promote equal access to higher
education. They are alsoworried that students will begin to
concentrateon entrance examination-oriented subjects at the expense
of other subjects such as fine arts or sports.
The review of experiences of the neighbouring countries with
regards to private tuition shows similar trends. The pressure of
selective national examinations drives students to seek "educational
insurance" from private tuition. The review also shows that private
tuition tends to exacerbate the social class differences.
1.2 Statement of the Research Problem
Although the tuition industry has become large and powerful in some
countries, large enough to be considered a sort of "shadow" educational system, educators are generally unaware just how large and powerful it is. In Japan, for example, it is estimated that there are as many as 120,000 university entrance examination "cram schools" with annual earnings of US$3.2 billion. Moreover, it is said that some 9
Japanese students spend nearly half as much time in them as they do in formal schools. Is this magnitude found in other countries as well?
Who organises such courses and how are they run? How prevalent is private tuition? At what stage is tuition in most demand and inwhat subjects?
In addition, the costs and benefits to students and their parents are unclear. Does student performance on examinations really improve as a result of such tutoring? More importantly, do tutors actually help students to learn and understand materials better or are they only cramming test answers? The long term consequences of reliance on tutoring are of special concern to educators. They feel that students exposed to tutoring become impatient with regular schooling which is not as oriented towards providing themquick and easy answers. Ultimately, there is some concern that the tutoring establishment will contribute to a general devaluation of education and its contributiontowards the growth of creativity, reasoning skills and development of character.
The cost of tutoring is another concern. What proportion of family income is paid for such tutoring by the various SES groups?
What proportion of the population cannot afford such services? How prevalent are free or low-cost alternatives provided by volunteers or community organizations?
Educators are concerned about the background, qualifications and motivations of the tutors. Who are the tutors and how qualified 10
are they to teach the material they offer? What proportion of them
are the students' classroom teachers? If they are the classroom
teachers, do they "favour" their clients in certain ways or engage in
other practices which might encourage students and parents to seek
their services. Concern has been expressed that classroom teachers
who have lucrative tutoring practices on the side, tend to let their
classroom teaching slide. Thus, another issue is how tutoring affects
the classroom performance of teachers and thus quality of education at
school.
Finally, one might consider what the state has done and can do
in order to minimize the negative effects oftutoring. In Korea,
where a study of tutoring was carried out a few years ago, private
tutoring for a fee was made illegal. Is this a feasible or
appropriate measure for other countries? What other alternatives are
available to policy makers and concerned educators and citizens?
It is clear that very little empirical work has been done .in
the area of private tutoring in Malaysia. In terms of official government policy, several recommendations (Annex 1) were made by a commission reviewing the teaching service in 1972.2 The review committee indicated merits and demerits of private tuition practices
largely based on conventional wisdom, and their recommendations take off from the features identified. But there are no enforcement rules aimed at protecting the interests of the individual student. As a conseqeunce, the private tuition machine continues to fluorish with parents convinced that it provides pupils with a head-start in the 11
race towards better examination results leading hopefully to better social and occupational opportunities.
This research may have policy implications in relation to the objective of restructuring the society through using education as a strategy. It may provide data to show how effectivelyeducation is used by the various social groups to move up the social ladder. The implications for classroom teaching will also be discussed.
The main objective of this research is to study private tuition in contemporary Malaysia, its magnitude, causes and consequences. In particular, the study seeks to:
determine the size and characteristics of the private tuition
"industry";
examine the reasons for students' involvement in private
tuition;
explore the background of students participating in private
tuition i.e. their socio-economic status, sex, urban/rural
residence and schools attended;
examine the relationshipbetween the above background
characteristics and other variables such as the nature of the
private tuition classes attended, from whom they obtain tuition
and the expenses involved;
determine the effects of private tuition on regular schooling
and on students; that is, to evaluate its benefits e.g.
improvement of academic standards and socialisation; and its 12
detrimental effects on pupils' physical, psychological,
sociocultural and moral development;
examine the extent to which private tuition affects the
educational opportunity and performance of disadvantaged
groups; and
develop a set of policy recommendations concerning the growth,
causes and consequences of private tuition.
1.3 Who Are the Private Tutors?
Private tutoring at primary, secondary and pre-university levels are marked by three types of tuition agents. They are the individual tutors, agency tutors and community organizations. The individual tutors may range from professional tutors (their occupation is tutoring), qualified school teachers who engage in private tutoring after school hours and others who consider private tutoring as a transitional occupation (e.g. students and professionals who teach to earn extra income). Agency tutors include tutors engaged by a commercial agency to offer tuition on an individual or group basis.
Community organizations will include tuition classes conducted by non- profit oriented social, educational, welfare and political organizations, with the aim to provide tuition for the poor and under privileged pupils on a low- or no-cost basis.
1.4 Tuition Class Size
Classes should ideally be small for students who need more guidance and personal attention. The class size varies depending on whether it 13 is a private tuition centre or home-based tuition where the class can be conducted on an individual basis or in small groups either in the student's or teacher's home. Due to rental and other overhead charges for tuition centres, the class size is usually large, 20-30 per class.
But while there are centres that limit each class to 10 pupils, others at the other extreme have even 60 pupils per class.
1.5 Selection of the Sample
The states chosen for the study were identified under the following criteria:
Developed West Malaysian states represented by Federal
Territory, Selangor Darul Ehsan and Pulau Pinang.
Moderately developed West Malaysian states represented by Johor
Darul Takzim.
Under developed West Malaysian states represented by Kelantan
Darul Naim.
East Malaysian state Sabah represented by Kota Kinabalu.
East Malaysian state represented by Kuching.
In Malaysia, the school system has a 6-3-2-2 structure. Pupils undergo six years of primary schooling followed by three years of lower secondary education at the end of which they sit for a national examination, the Peperiksaan Sijil Rendah Pelajaran or Lower
Certificateof Education Examination. The majority of students who pass this examination proceed to two years of upper secondary schooling at the end of which they sit for the Peperiksaan Sijil 14
Pelajaran Malaysia or Malaysian Certificate of Education Examination.
Following these eleven years of schooling, the successful students
then proceed to two years of pre-university education to prepare for
the Peperiksaan Sijil Tinggi Pelajaran Malaysia (STPM) or the
Malaysian Higher School Certificate Examination. Normally, the STPM
is a pre-requisite for students to be considered for admission into
the universities and other tertiary institutions. As has been
mentioned earlier, in Malaysia there is a tremendous pressure on the
students to perform well in the three public examinations at Form 3,
Form 5 and Upper Form 6.
The population of interest in this study is that comprising
students in these examination classes. The breakdown of the population of all Form 3, Form 5 and Form 6 students in the sampled
states in Malaysia is shown in Table 1.3. It can be seen that Form 3
students represent 61.0% of the population, Form 5 students 34.0% of
the populationand Form 6 (Upper) students 5.0% of the population.
This proportion is quite nearly reflected in the original sampling
frame of 10,000 students (see Table 1.4) comprising 5,000 (50%) Form 3 students, 3,500 (35%) Form 5 students and 1,500 (15%) Upper 6 students. However, in the final fieldwork collection of data, only
8,420questionnaires could be considered valid for analyses. These
8,420 cases comprising 3,591 Form 3 students (42.6%), 3,204 Form 5 students (38.1%) and 1,625 Upper Form 6 (19.3%), were adequately distributed in proportion to the population of students in the various states. 15
Table 1.3
Total Population of Students in Foris 3,5 and 6 (Upper)
State Forl 3 Forl 5 Upper 6 Total
Science Arts Science Arts
Johore 31,158 12,417 6,072 1,776 1,137 52,560
Kelantan 18,576 9,385 3,578 2,224 315 34,078
Pulau Pinang 17,670 6,608 3,441 992 868 29,579
Sabah 18,029 7,613 1,056 591 131 27,420
Sarawak 26,476 7,646 2,772 701 488 38.,083
Selangor 25,580 9,489 4,579 1,244 817 41,709
Federal Territory 16,248 6,186 4,150 885 723 28,192
153,737 (61.0%) 59,344 25,648 8,413 4,479 251,621
84,992 (34.0%) 12,892 (5.0%)
Table 1.4
Original Saaple Size
Sasple Size over Pulau Federal Universe Johore Kelantan Pinang Sabah Sarawak Selangor Territory
N t N t N t ti%N t N t N t N
Fors 3 5,000/153,000 4 1,000 20 550 11 600 12 600 12 850 17 850 17 550 11
Fora 5 3,500/85,000 4 770 22 525 15 420 12 350 10 420 12 595 17 420 12
Upper 6 1,500/13,842 12 345 23 300 20 210 14 75 5 135 9 240 16 195 13 16
1.6 The School as a Sampling Unit
A stratified random sampling procedure was adopted in this study. The sample was stratified according to the independent variables of state, sex and urban/rural strata. The final stratified sample was selected according to the relative proportion of boys/girls, urban/rural pupils in the population. The sampling unit in this study was the school.
Each school within the stratified sample was first assigned an identification number. Using a table of random numbers, the final sample of schools were then selected within each stratification layer.
Information was also obtained from parents through a questionnaire sent through their children. The completed questionnaires were then collected by the respective schools and sent to the Faculty of Education, University of Malaya.
Reference
1. Report presented at Student Learning Orientation Group Workshop by T. Marimuthu, H. Mukherjee and J.S. Singh. Tokyo, Japan, September, 1984.
2 Revised Report of the Royal Commission on the Teaching Service, West Malaysia. Chairman, Tan Sri Abdul Aziz bin Mohd. Zain, Kuala Lumpur, June, 1981. CHAPTER II
CHARACTERISTICS OF THE STUDENT SAMPLE
2.1 Background
The whole sample of this study was drawn from a total of sixty schools
throughout Malaysia. Seventy-three per cent (73%) of these schools
are located in the urban areas and the rest twenty-seven per cent
(27%) are in the suburban or rural areas. Since a complete nation-
wide sample was quite impossible to obtain, five main states in the
Peninsular were selected using the SERU classification representing
the high, middle and low income states. The Federal Territory of
Kuala Lumpur and Selangor are the high income states; Penang and
Johore represent the middle income states and Kelantan as the low
income state. In addition, a purposive sample was also drawn from the
states of Sabah and Sarawak. The total number of cases fromthese
states are shown in Table 2.1.
For the purpose of this study, only pupils in the examination classes were surveyed. Total number of pupils surveyed at the various class levels is shown in Table 2.2.
2.2 Sex and Ethnicity
Tables 2.3 and 2.4 show the distribution of respondents by sex and ethnicity respectively. About 51% of the respondents are males and 18
Table 2.1
Distribution of Pupils by State
State Number Percentage
Penang 1073 12.7
Sarawak 885 10.5
Kelantan 1346 16.0
Sabah 759 9.0
Johor 1555 18.4
Selangor 1684 20.0
Federal Territory 1130 13.4
Total Cases 8432 100.0
Table 2
Distribution of Pupils by Class Level
Class Level Number Percentage
Form 3 3591 42.6
Form 5 3204 38.1
Form 6 1625 19.3
Total 8420* 100.0
* 12 students did not indicate their class level. 19
Table 2.3
Distribution of Pupils by Sex
Sex of Pupil Number Percentage
Male 4274 50.7
Female 4158 49.3
Total 8432 100.0
Table 2.4 1
Distribution of Pupils by Ethnicity
Ethnicity of Pupils Number Percentage
Malay 3736 44.3
Chinese 3489 41.4
Indian 631 7.5
Others* 576 6.8
Total 8432 100.0
* Others include Iban, Kadazan, Murut and all other minority ethnic groups. 20
49% are females. This ratio is in fact reflective of the sex ratio in
the nation. Among the ethnic groups, the Malays constitute the
biggest group in the sample with a percentage of 44%. This is
followed by the Chinese with 41%, Indians 7% and others 6%.
2.3 Education and Occupation
In the study, the educational background of the respondents' parents
are considered (see Table 2.5). The level of education attained by
their parents is divided into three levels i.e. high, middle and low.
High level of education indicates education attained at college or university level, middle level of education connotes secondary
schooling (i.e. SRP, SPM or STPM) while low level of education refers to those with primary or no formal education.
In relation to father's educational background, 49.1% or the majority of the students in the sample were drawn from those with low
level of education. Of thosewith middle and high levels of education, their children constitute 35.8% and 15.2% of the total sample respectively.
A similar pattern is also observed in regards to mothers' level of education. This is in terms of the proportion of pupils represented from the three levels of education. Pupils of mothers with low levels of education again constitute the largest proportion
(65.2%). This representation is notably higher than the percentage shown in the fathers' educational level. On the other hand, a smaller 21 percentage (7.4% only) of pupils are drawn from motherswith high levels of education
Table 2.5
Distribution of Pupils by Parents' Educational Level
Educational Level Number Percentage
Father
High 1178 15.1
Middle 2775 35.8
Low 3806 49.1
Mother
High 585 7.4
Middle 2152 27.3
Low 5133 65.2
Table 2.6 shows the distribution of pupils by their parents' occupational category. Children of fathers with semi-skilled and unskilled jobs form the largest group in the sample with a percentage of 48.9%. This is followed by those of fathers with skilled jobs
(25.5%), professional and semi-professional jobs (17.4%) and others
(8.2%). 22
Table 2.6
Distribution of Pupils by Parents Occupational Category
Occupational Number Percentage Category of Parents
Father
Professional & 1354 17.4 semi professional
Skilled 1994 25.5
Semi skilled & 3812 48.9 unskilled
Others*1 644 8.2
Mother
Professional & 453 5.5 semi professional
Skilled 829 10.1
Semi skilled & 1125 13.8 unskilled
Others*2 5773 70.6
*1 Occupational category of others include: the retired, unemployed, deceased and those holding odd jobs.
*2 Here, others also include the category of housewives. 23
Under the occupational category of mothers, a disproportionately high percentage of pupils (70.6%) aredrawn from thosewith jobs of the "others" category. A closer examination indicates that the high proportion is due to the inclusion of the category of housewives in the "others" category. Thus, this indicates that almost three-quarters of the total sample are pupils with mothers who are housewives.
2.4 Household Income and Family Size
The distribution of pupils by their families' household income can be seen in Table 2.7. The majority of pupils are from the middle income household (46.6%). This is followed closely by those from the low income households (39.6%) while those from the high income category constitute only 13.8%.
Table 2.7
Distribution of Pupils by Household Income
Household Income* Number Percentage
Low 3163 39.6
Middle 3718 46.6
High 1098 13.8
* Household income per month:
Low - Less than $500/- Middle - $500 to $2,000/- High - above $2000!- 24
Data on the family size of respondents is shown in Table 2.8.
Proportion of pupils from the various family size is quite evenly
distributed. Those from families of 6 and above form a slightly
bigger group with percentage of 36.2% while those from families of 1
to 3 and 4 & 5 have a proportion of 32.5% and 31.3% respectively.
Table 2.8
Distribution of Pupils by Family Size
Family Size Number Percentage (Number of Children)
1 to 3 2726 32.6
4 to 5 2632 31.3
6 and above 3042 36.2
2.5 Incidence of Tuition-taking by the Total Sample
Of the total sample, it is found that almost 52% of the respondents take tuition. Table 2.9 shows the distribution of pupils taking
tuition by state. States in Peninsular Malaysiawith the highest percentage of pupils taking tuition arePenang and the Federal
Territory of Kuala Lumpur (76% and 68% respectively). Selangor shows a lower percentage (55%) followed by Johor (45%). The latter, despite
its middle-income status in the same category as Penang, indicates a rather disproportionately lower incidence of pupils taking tuition. 25
Table 2.9
Distribution of Pupils Taking Tuition by State
Tuition No Tuition
N N
Penang 812 75.7 261 24.3
Federal Territory 764 67.6 366 32.4
Selangor 919 54.6 765 45.4
Sarawak 430 48.6 455 51.4
Johore 698 44.9 857 55.1
Kelantan 485 36.0 861 64.0
Sabah 261 34.4 498 65.5
This could be due to the choice of sampling within the state which is
rather skewed towards a suburban sample. Kelantan, being a low-income state, shows a predictable low percentage (36%). For both the states of Sabah and Sarawak, the proportion of pupils taking tuition are relatively low (34% and 49% respectively). These proportions are comparable to the West Malaysian states of Kelantan and Johor.
It should be noted that there is already an in-built urban bias
in the sample; 76% of the pupils in the total sample are drawn from urban schools. The distribution of pupils taking tuition by school
location can be seen in Table 2.10. As expected, a higher percentage 26
of those attending urban schools (59%) take tuition as compared to 29% of those attending rural schools. There could be many related reasons
why there is a higher demand for tuition among pupils in the urban
areas. For example, one main reason could be the high level of
Table 2.10
Distribution of Pupils Taking Tuition by School Location
Tuition No Tuition Total
School Location N % N % N %
Urban 3795 59.0 2641 41.0 6436 76.5
Rural 563 28.5 1414 71.5 1977 23.5
competitiveness that exists among urban pupils which is strongly relatedto the very nature of urban life. Urban society is usually associated with parents with higher education than their rural counterparts, and by logical extension, of higher achievement orientation towards their children's education. Tuition-taking therefore provides urban pupils the opportunity to perform better than others in school. Moreover, urban dwellers are in a better socio- economic position to afford tuition for their children which most usually demand a reasonably high fee. 27
It is interesting to note that students tend to opt less for
tuition as they move up higher in the secondary schooling system.
Table 2.11 shows that a higher incidence of tuition-taking occurs at
Form 3 and Form 5 levels (58.8% and 54.4% respectively) as compared to
Form 6. At the Form 6 level, a smaller proportion of students (only
31%) take tuition. The weakening influence of tuition as the pupil
Table 2.11
Distribution of Pupils Taking Tuition by Class Level
Tuition No Tuition
Class Level N X N
Form 3 2111 58.8 1480 41.2
Form 5 1743 54.4 1461 45.6
Form 6 508 31.3 1117 68.7
moves up the educational ladder indicates a lessening need for it at the higher levels of study. Tuition is highly demanded at the earlier examination levels due to the fact that at these stages, achievement
levels determine placement for further studies. Therefore competition
is very great at these levels. Once placement for the pupil at the higher level of study is assured, the need for extra instruction decreases. 28
The distribution of pupils taking tuition by sex and ethnicity is shown on Tables 2.12 and 2.13 respectively. The data shows that there is a slightly higher percentage of males (52%) taking tuition than females (48%). The almost equal proportion between the two groups could indicate a rather non-bias attitude of parents in providing tuition for their sons and daughters. On the basis of ethnicity, there seems to be a more unequal pattern of distribution.
For instance, out of the total Malay sample in the study, only 39% of the pupils take tuition, compared to 63% and 71% among the Chinese and the Indians respectively. The low percentage of tuition-takers among the Malays is interesting to note considering that they constitute the biggest ethnic group in the survey. A possible contributing factor could be the fact that most pupils from the rural areas are Malays.
And since there is a lower incidence of tuition-taking in the rural sector, the percentage of pupils taking tuition out of the total Malay sample, could be affected. In contrast, more than half of the Chinese pupils take tuition. Again here, the pupil's place of residence or school location play a contributing role. Most Chinese are urban dwellers. For the Indians, the percentage seems to be unduly high.
This could be contributed by the bias in the sampling of the Indian population, which was mainly concentrated in the urban areas.
Table 2.14 indicates that there is a significant relationship between the level of parents' education and the incidence of pupils taking tuition. The data shows that the proportion of pupils taking tuition increases with the level of their parents' education. For example fathers with a high level of education tend to have more of 29
Table 2.12
Distribution of Pupils Taking Tuition by Sex
Tuition No Tuition
Sex N % N
Male 2277 52.0 1997 49.0
Female 2092 48.0 2066 51.0
Table 2.13
Distribution of Pupils Taking Tuition by Race
Tuition No Tuition
Race N % N
Malay 1471 39.4 2265 60.6
Chinese 2213 63.4 1276 36.6
Indian 449 71.2 182 28.8
Others* 236 41.0 340 59.0 30
Table 2.14
Distribution of Pupils Taking Tuition by Parents Educational Level
Tuition NoTuition Educational Level* N % N %
Father
High 898 76.2 280 23.8
Middle 1712 61.7 1063 38.3
Low 1383 36.3 2423 63.7
Mother
High 477 81.5 108 18.5
Middle 1469 68.2 683 31.8
Low 2103 41.0 3030 59.0
*Educational level: Low - no education or primary Middle - SRP, SPM or STPM High - College or Uniersity
their children taking tuition (76.2%) whilst those witha low level of education tend to have less of their children taking tuition (36.3%).
Similarly for the mothers, the same correlation appliesas above, with the percentages being 81.5% and 41% respectively.
As in the case of parents' education, their occupational background also influence the incidence of tuition-takingamong their 31
children. Table 2.15 shows that the proportion of pupils taking
tuition increases with the level of their parents' occupational
category. Thus where fathers or mothers are professionals or semi-
professionals, the percentage of their children taking tuition is very
high (77.3% and 83% respectively). On the whole, the less skilled the
parents are, the lower too is the incidence of their children taking
tuition.
Table 2.16 indicates some correlation between household income
levels and the incidence of pupils taking tuition. The better socio-
economic status of the higher and middle-income groups clearly put
them in an advantaged position with regard to their children's extra-
school educational activities when compared to the lower-income group.
The data shows that the proportion of tuition-taking among pupils
decreases in accordance with the income levels of the household. For
instance, only 33.0% of children from households earning $500 and less
take tuition, compared with 77.2% of those from households earning
$2,000 and above. Among the middle-income group, the percentage of
children taking tuition falls in between, i.e. 57.5%.
The distribution of pupils taking tuition by family size can be
seen in Table 2.17. The data indicates that the proportion of pupils
taking tuition increases as family size decreases. Thus, families with 3 or less children have a higher incidence of tuition-taking
among their children (70.5%), while for families with 6 children and 32
Table 2.15
Distribution of Pupils Taking Tuition by Parents Occupational Category
Tuition No Tuition Occupational Category N X N
Father
Professional and 1046 77.3 308 22.7 semi professional
Skilled 1249 62.6 745 37.4
Semi-skilled and 1455 38.2 2357 61.8 unskilled
Others*1 308 47.8 336 52.2
Mothers
Professional and 376 83.0 77 17.0 semi professional
Skilled 605 73.0 224 27.0
Semi-skilled and 457 40.6 668 59.4 unskilled
Others*2 2808 48.6 2965 51.4
*1Occupational category of others include: the retired, unemployed, deceased or those holding odd jobs.
*2For mothers, others also include besides those described above, the category of housewives. 33
Table 2.16
Distribution of Pupils Taking Tuition by Household Income
Tuition No Tuition Household Income* N % N %
Low 1049 33.2 2114 66.8
Middle 2137 57.5 1581 42.5
High 848 77.2 250 22.8
*Household income per month:
Low - less than $500/- Middle - $500/- to $2,000/- High - Above $2,000/-
Table 2.17
Distribution of Pupils Taking Tuition by Family Size
Tuition No Tuition Family Size (Number of children) N % N %
1 to 3 1922 70.5 804 29.5
4 and 5 1391 52.8 1241 47.2
6 and above 1036 34.1 2006 65.9 34
above, the percentage is lower (only 34.1%). It has been shown in
other studies that families in the higher socio-economic status
positions tend to have less number of children. Therefore, the small
size family is well placed economically to provide tuition for their
children. On the other hand, the bigger size families are usually
from a poorer socio-economic background. Hence tuition-taking among
their children is low.
There is a high proportion of pupils taking tuition among high
achievers in SRP. On the whole, there is a significant relationship between the level of SRP achievement and the extent of tuition taking.
The higher the achievement level attained, the higher is the incidence of tuition taking.
Overall for all the 3 examination levels, the frequency of tuition taking increases with the achievement levels attained (see
Table 2.18). The pattern of data clearly shows that those who are academically able can also avail themselves of tuition facilities.
This is to ensure that they do well in the examinations, which provides the "passport" to further education and/or a well paid job.
Therefore those who really need some form of extra-coaching do not seem to be getting it. This may lead to the perpetuation of educational inequality between the different social groups. 35
Table 2.18
Distribution of Pupils Taking Tuition by SRP, SPM and STPM Achivement
Tuition No Tuition Examination Achievement N N
SRP
High 1142 65.0 615 35.0
Medium 1449 51.6 1359 48.4
Low 928 39.2 1441 60.8
SPM
High 489 63.9 276 36.1
Medium 606 49.6 616 50.4
Low 643 38.7 1019 61.3
STPM
High 168 44.9 206 55.1
Medium 102 30.5 232 69.5
Low 60 18.9 258 81.1
2.6Conclusion
The analysis of data in this chapter shows the strength of relationship between socio-economic status of the parents and the 36
incidence of private tuition. It establishes the fact the children
from advantaged homes have access to private tuition thus ensuring
success in the public examinations. Those from socio-economically
disadvantaged homes are unable to avail themselves of private tuition
facilities and this widens the education gap between the different
social groups. An educational situation such as this has implications
for equality of educational opportunity and the restructuring of
Malaysian society. CHAPTER III
THE PRIVATE TUITION INDUSTRY
The national development policy in Malaysia has as its primary objective the social restructuring of its population. This policy is directed at reducing the social class differences in occupational opportunities through more equitable access to education. The focus is on improving the opportunities for socio-economic advancement of the disadvantaged social groups by improving their access to and performance in education.
Educational practices, both government and privately organised, are frequently assessed in terms of their impact upon opportunities for educational enhancement. In this context the issue of private tuition is of considerable relevance. As an extremely visible and supplementary form of education that co-exists with the formal education system and availed of by more than half the school going children in the country, interest turns to the accessibility of private tuition - the question of who gets what type of private tuition. It is suspected that some already privileged groups are better placed to secure for themselves better quality private tuition available and thus merely perpetuate the pattern of disparities already existing within the society. Accessibility to different forms of private tuition bear directly upon the whole question of quality and equity in education. 38
This chapter addresses itself to a number of key research questionsposed in the study pertaining to the nature of the private tuition industry and to its impact upon the opportunities for quality education among the different social groups in Malaysia. Thus, the chapter will provide an insight into the characteristics and workings of the private tuition industry with a focus on the issue of accessibility to quality tuition. Private tuition practices are reviewed from five major dimensions:
1 The organisation of tuition identifying the places, persons and
institutions which are involved in the provision of tuition.
2 The commencement and duration of tuition in the school cycle
ascertaining the periods in the life of studentswhen tuition
plays a vital role.
The scope of private tuition subjects and the time devoted to
tuition.
The attributes of a typical tutor portraying the criteria for
selection and evaluation of tutors.
The tutoring strategies focussing on the different methods
instruction.
The profile of the tuition industry is sketched from data obtained from students who responded to the questionnaires.
3.1 The Organisation of Tuition
The most common place where tuition is conducted is the tuition centre where 1923 respondents or 45% of those taking tuition have 39
their tuition. This is followed by the tutor's house where 1799 respondents (42%) take their tuition. Only about 17% take tuition in
school while about 8%take tuition in their own house (Table 3.1).
Table 3.1
Where Tuition is Conducted
Tutor's House Own House Friend's House School Tuition Centre
Yes No Yes No Yes No Yes No Yes No
N 1799 2479 339 3936 348 3925 715 3563 1923 2355
% 42.1 57.9 7.9 92.1 8.1 91.9 16.7 83.3 45.0 55.0
Total 4278 4275 4273 4278 4278 (100%) (100%) (100%) (100%) (100%)
A comparison among the three races shows that most of
Malays generally receive tuition in the tuition centre, followed by the school and the tutor's house. Among the Chinese, the majority go to the tutor's house for their tuition, followed by the tuition centre and the students' own house. The school is the least used tuition place for the Chinese. The Indians seem to take their tuition at the tuition centre, followed by the tutor's house and their own house (Annex 3.1). 40
In the urban areas, the tuition is takenmostly in the tuition
school centre (46.8%) followed by the tutor's house(42.7%) and the
is more (14.6%). However, inthe rural areas, the tutor's house popular thanthe tuition centre. It is interesting to note that a rather large proportion of the rural students(30%) take their tuition in the schools (Annex 3.1).
More students whose parents are professionals than working
the class tend to have tuition arranged in their ownhomes or go to tutor's house for their tuition. Among students whose parents are skilled or semi-skilled, the reverse seemsto be true, that is, more of them than children of professionals attend tuitioncentres rather than have tuition in their own homes or tutors' house. It is also
interesting to note that a rather large percentage (about27%) of the the students whose parents are semi-skilled orskilled go to schools for their tuition. The cost factor could be the possible reason for
this.
A comparison among the states shows that in Penang the tuition
centre and tutor's house are more frequently used for tuition where
more than 54% go for their tutoring. In the Federal Territory,
however, the tuition centre is the most regularly used tuitionplace
where 58% of the respondents take their tuition. Only about 24% of
the Federal Territory respondents take their tuition in the tutor's
house. In Sabah and Sarawak more than 50% of the respondents in these
two states go to the tutor's house for tuition. In Kelantan, a very
large percentage (63%) take their tuition in school; almost 20% in 41
Johor and Sabah also have their tuition in school compared to less than 10% in Federal Territory, Sarawak, Selangorand Penang.
In conclusion, generally it can be said that the tuition centre and the tutor's house are more popular tuition places than the school or the students' house. Itshould be noted that the school seems to be a popular tuition place for the Kelantanese as well as for the lower socio-economic status groups. The popularity of the tuition centre especially in the urban areas must depend upon the services made available by these centres at affordable prices. Most of these centres offer attractive package deals where students can attend tuition classes for a group of subjects. They are relatively cheaper than tuition in the home of the student or the tutor. In contrast, in the rural areas most of the parents are unable to afford tuition from their own meagre earnings. They are more likely to depend upon tuition organised by concerned groups such as the Parent-Teacher
Associations who often arrange for tuition to be provided in the schools. Furthermore, rural areas suffer from a lack of qualified personnel to offer private tuition. Hence, they are likely to take up the only available and affordable private tuition in the schools provided by the teachers and paid for by the Parent-Teacher
Associations or a small fee charged to the students.
In the case of Kelantan, where the largest number of students attend tuition in schools, it was found that teachers provided tuition for as little as $10 per hour paid for by the Parent-Teachers
Association. The school often is the only suitable building for 42
conducting tuition classes, and the school teachers the only persons
qualified to do so. It is not surprising therefore that the school
becomes the focal point for all tuition activities.
Most of the private tuition is an individual enterprise
regardless of where it is provided. Most tutors undertake tuition for
personal enhancement of income and themselves make the necessary
arrangements for the tuition classes. As the survey revealed, more
than 60% of those taking tuition state that their tuition is
individually organised, while 35% attend commercially-organised
tuition. Only 7% attend tuition that is organised by the Parent-
Teacher Associations. A very small percentage take tuition that is organised by religious or voluntary organisations or by post
(Table 3.2).
Group differences again suggest that certain advantaged groups
have greater access to individually organised private tuition while
less advantaged groups take up tuition organised commercially or .by
voluntary groups.
A comparison among the races shows that the Chinese (70.2%) and
the Indians (67.6%), have their tuition individually organised compared to the Malays (42.5%). A rather large percentage of Malays
(17.3%) have their tuition organised by the PTA whereas the PTA organised tuition is availed of by less than 2% of the Chinese and
Indian students (Annex 3.2). 43
Table 3.2
Who Conducts Tuition
Per centage
Indivi- Commer- Volun- Politi- Religious PTA Post dual cial tary cal
Yes 60.5 35.4 4.9 0.6 1.1 7.2 1.9
No 39.5 64.6 95.1 99.4 98.9 92.8 98.1
Total 100 100 100 100 100 100 100
Individually organised tuition is most popular both in the urban and rural areas. Over 56% of students in each of these areas attend tuition that is individually organised. However, in the rural areas, only 23.7% attend commercially organised tuition compared to
37% in the urban areas. The PTA is quite active in organising tuition in the rural areas unlike the urban areas. This complements the lack of commercially organised facilities in the rural areas (Annex 3.2).
Most of the students of professional and skilled parents (72% and 63.2%) attend individually organised tuition. Among those who had their tuition organised by the PTA, a large number 176 out of 288 students came from the skilled and semi-skilled families (Annex 3.2).
In the higher per capita income states (Penang, Selangor and 44
Johore), individually organised tuition is more popular than commercially organised tuition. However, in theFederal Territory, the commercially organised tuition is more popular. In Kelantan, the
PTA organised tuition for a large number of students (42.0%) whereas in the other states, the percentage of students attending tuition organised by PTA is less than 8% (Annex 3.2).
It has often been alleged that teachers provide tuition to their own students. The survey has shown otherwise, except in cases where there is a lack of tutors. Most of the students in the sample do not take tuition from their school teacher (76.2%). Only 23.8% take tuition from their school teachers (Annex 3.3). The data shows a higher percentage of the Malays (33.5%) than Chinese or Indians who take tuition from their school teachers. More of the semi-skilled than of the skilled and professional students take tuition from their school teachers. A larger percentage of the rural than urban students
(47.8%) take tuition from their school teachers. Taking tuition from their school teacher seems to be a more popular practice in Kelantan
(62.5%), Sabah (43.6%) and Johore (40%) than in the other states, where less than 20% take tuition from their school teachers. This reflects the fact that in these states a large proportion attend tuition organised by the school. School teachers are engaged to teach in the supplementary classes organised by Parent-Teacher Association.
3.2 Commencement and Span of Tuition
The majority of the total sample who is taking tuition commences 45
tuition when they are in the lower secondary (53.6%) irrespective of
sex, race or strata. By the lower secondary level 83.3% have
commenced some form of tuition (Table 3.3).
Table 3.3
Commencement of Tuition
N
Primary 1288 29.7
Lower Secondary 2327 53.6
Upper Secondary 617 14.2
Form 6 110 2.5
Total 4342 100.0
The obsessive concern with examinations begins at an early age.
Parents turn to extra-school instruction to ensure that their children perform well and maintain the high level of performance. That nearly
30% of students commence tuition at primary level indicate the desire to perform well in school examinations and keep ahead in the academic race. The pressure to perform well is felt greatly at the Lower
Secondary level where 53.6% commence tuition. Performance at the
Lower Certificate of Education examination determines considerably the ability and opportunities to pursue further secondary and higher 46
education as well as enter a high occupational level. Examination success is closely linked with entry into the labour market and examinations are seen as performing both the selection and accreditation function for the labour market. Parents, fully cognizant of the role of education in employment, try and give their children the best opportunities for good performance in school. Taking private tuition represents an additional insurance in their children's preparation for the all important examinations.
Only marginal group differences are evident. Both sexes display a comparable pattern pertaining to the commencement of tuition at the different levels. Among the races, only a slightly higher percentage (32.8%) of the Malays than the Chinese (30.1%) or Indians
(22.7%) start taking tuition at the primary level. The higher the socio-economic status, the earlier their respondents start taking tuition. A slightly higher percentage of the urban respondents than the rural respondents commence taking tuition at the primary level.
While in most states the majority start taking tuition at the lower secondary level, a very high percentage of the respondents in Kelantan
(50.6%) commence tuition at the primary level (Annex 3.4).
There seems to be some anomaly in the findings that needs to be commented upon. Generally, the high socio-economic status group commence tuition earlier, yet in some of the low income states like
Kelantan a high percentage begin tuition early in the primary school.
The high socio-economic status group can afford to start their childrenearlier to keep abreast with their lessons. There may also 47
be an element here of tuition performing a custodial function, where high socio-economic status parents are too busy or otherwise preoccupied to spend time with their children and look upon tuition as a period of formal child-minding, keeping their children constructively preoccupied. Furthermore, increasingly middle class non-Malay parents send their children for tuition because they feel they are unable to help them at home with their lessons in Bahasa
Malaysia. Many parents also feel incompetent in handling some of the subjects in the new curriculum like Mathematics. On the other hand, in the low income states, the government and schools have beenmaking efforts to improve the performance through organised extra-instruction in schools. Kelantan is a case in point. Concerned with the low performance of many of its schools, the State Education Department has a special officer who monitors the performance in schools. Through a specially instituted unit, schools are guided to better performance.
The organisation of tuition in the school from the early grades, represents an important strategy to improving performance.
The majority of the total sample (69.4%) take tuition the whole year long and not just before examinations (Annex 3.5). There is no difference in this pattern between the two sexes. Among the races, it is interesting to note that only 49.2% of the Malays take tuition the whole year long compared to 80.4% of the Chinese and 83.9% of the
Indians. The higher the socio-economic status of the respondents, the more likely for them to take tuition the whole year round. More urban students tend to take tuition the whole year round compared to their rural counterparts. Most of the students in all states except 48
Kelantan take tuition the whole year long, 78.5% of the Kelantanese take tuition just before exams.
3.3 The Tutors
On the whole tutors were sought through informal channels. Of the total sample 71.2% say that they knew of their tutor through a friend's recommendation. Only 13.6% selected their tutor through advertisements and 11.9% through their teachers' recommendation. Only
7.3% report that their tutor contacted them (Table 3.4).
Although the majority of the respondents irrespective of sex, race, strata, socio-economic status and state knew their tutor through their friends' recommendation, a rather high percentage of the rural respondents compared to their urban counterparts depend on their teachers' recommendation and tutor's personal contact, while more of the urban respondents (10.9%) knew of their tutor's through advertisements. More of the Malays, than of the other two races
(Chinese and Indian) knew of their tutors through methods (other than friends' recommendation) such as advertisements, teachers' recommendation and contact by tutors' themselves. Respondents in the lower socio-economic status (semi-skilled) compared to those in the professional and skilled categories seem to depend on teachers' recommendation and tutors' contact. A comparison among the states shows that a large percentage of the respondents in Kelantan depended on teachers' recommendation. A higher percentage of respondents in the Federal Territory, Selangor, Sabah and Sarawak knew their tutors through advertisements (Annex 3.6). In Kelantan teachers play an 49
Table 3.4
How Tutor was Known
Through Friends Teachers My Tutor Advertise- Recommen- Recommen- Contacted ment dation dation Me
Yes No Yes No Yes No Yes No
N 583 3704 3056 1231 510 3776 312 3977
13.6 86.4 71.2 28.8 11.9 88.1 7.3 92.7
Total 4287 4294 4286 4289 (100%) (100%) (100%) (100%)
important role in securing students for tuition, and teaching supplementary classes.
The data does not bear out the popular view that tutors directly solicit students for private tuition. The data in f'act confirms that the majority of students depend on their friends recommendation in selecting a tutor. This must mean that they are guided by their past record and ability to deliver good results. Only in rural areas and in states where tuition is largely organised by schools, that teachers recommendations count. In these cases there really is no choice for the students, for they take the only available tuition organised by and recommended by the teacher-tutors. In a more free market situation that operates in the urban states and among the 50
higher socio-economic status students, tutors are chosen primarily by their reputation.
That a good reputation is the principal selection criterion is borne out in Table 3.5 which reveals student reasons for selection of tutor. The most important reason for selection of a tutor in the
total sample is the popularity of the tutor (54.1 %) followed by transport convenience (42.2 %) while "reasonable fee" is the least
important of the three reasons. "Popularity" in this context must be
interpreted as "known reputation" among students for producing good results. Students' informal network of communication spreads rapidly about a tutor's conscientiousness, his credibility, his ability to
"spot the right questions" and most important of all to produce good results.
A comparison of the races regarding the reasons for choosing their tutors shows that among the Malays, transport convenience is a more important reason than popularity of the tutor. A larger percentageof the Malays (37.4 %) than Indians (26.6 %) and Chinese
(26.5%) stated reasonable fees as the main reason. While less of the rural respondents than of their urban counterparts stated popularity of the tutor as the most important reason, more of rural than the urban respondents consider transport convenience and resonable fees to be important reasons. Reasonable fees and transport convenience are also more important for the respondents of lower socio-economic status as reasons in choosing their tutors than for the respondents in the 51
Table 3.5
Why Tutor was Chosen
Reasonable Popular No Transport Fee Tutor Problem
Yes No Yes No Yes No
N 1274 2926 2272 1929 1773 2430
30.3 69.7 54.1 45.9 42.2 57.8
Total 4200 4201 4203 (100%) (100%) (100%)
higher socio-economic status categories. A comparison among the states shows that in states like Penang, Sarawak, Johore, Selangor and
Federal Territory, the popularity of the tutor is the most important reason in choosing a tutor. However, for states like Kelantan and
Sabah, transport consideration is their most important reason
(Annex 3.7).
The majority of the tutors are male. Seventy-nine per cent of the total sample taking tuition have male tutors. Irrespective of sex, race, SES, strata and state of the respondents, the percentages who are taking tuition from male tutors range from 75% to over 80% except in Sabah where the percantage is only 55% (Annex 3.8). 52
38.2% Of the total sample 45.3% have Chinese tutors, while
(Annex 3.9). A have Malaytutors and 13.8% have Indian tutors comparison of the races shows thatrespondents tend to have tutors of
63.5% of the their own race: 67.3% of the Malays go to Malay tutors;
Chinese have Chinese tutors and48% of the Indians have Indian tutors.
Chinese Most of the respondents with high socio-economicstatus have Malay tutors while respondents in the semi-skilled categories have
while the tutors. Malay tutors predominate in the rural areas
Chinese tutors are more popular in the urban areaswhich reflects the ethnic distribution in rural and urban areas.
The majority of the total sample (over 45%) state that their
high tutors have university degrees. It must be noted that a rather
percentage of the respondents (37%), are not sure aboutthe academic
qualification of their tutors. About 12% of the respondents have
tutors who are college-trained; only 4% and 2% of them indicate that
their tutors have only STPM and SPM qualifications respectively
(Table 3.6).
The higher the socio-economic status of the respondents, the
more likely they are to have graduate tutors. Among children of
professional and managerial class 42.6% have tutors with university
degrees while 43.5% of children of skilled and semi-skilled workers
take tuition from non-graduates. Similarly, it is more likely for 53
Table 3.6
Qualification of Tutor
Qualification of Tutor Number
University degree 1806 45.3
College 459 11.5
STPM 164 4.1
SPM 76 1.9
Not sure 1476 37.0
the urban respondents to be taught by graduate tutors (of urban
students 46.3% were taught by graduate teachers but of rural students only 38.4% had graduate tutors).
The majority (96.6%) of the sample taking tuition,
(irrespective of their sex, race, socio-economic status, strata .and state) report that their tutors have teaching qualifications. The percentage of respondents who state that their tutors have no teaching qualifications range from 1.5% to 5.6%.
The majority of tutors have other occupations, meaning that giving tuition on the whole is a part time or secondary occupation for the majority of tutors. More than 70% of the respondents say that their tutors have other occupations. This is true irrespective of the sex, race, socio-economic status, and strata of the respondents. Only 54
a slightly lower percentage of the respondents in Sabah (67%),
Selangor (68.8%) and Federal Territory (68.0%) than in Penang (75.0%),
Sarawak (73.7%) and Kelantan (73.5%) report that their tutors have other occupations suggesting perhaps that in the former states more of the tutors are full time tutors.
On the wholetutors are viewed quite positively by their students. Students have few complaints about the size of class, the help and consideration provided by the tutors, or their ability to provide teaching that they understood easily and found interesting.
The tutors also compare favourably with their class teachers and are generallycomparable to or better than class teachers.
The majority of the respondents (87.0%) say that the size of their tuition class is reasonable irrespective of the sex, race, SES, strataand state of the respondents. About 7% describe it as "too big" and another 6% feel that it is "too small". Generally, the respondents (84%) view their tutors as helpful, friendly .and considerate. Only 16% describe them as stern or fierce. Inter-group differences among the races, social classes and states are minimal.
Similarly, the majority of students (Table 3.7) find their tutors either good (53%) or excellent (33.7%). Since they have been selected on their good reputation, it seems natural they would be assessed favourably by the students. Group differences are not very noteworthy. 55
Almost all (97%) the respondents say that they "understand" or
"understandwell" what is being taught in their tuition class (Table
3.8). This is true of the respondents irrespective of their sex, race, strata, socio-economic status and state. Of the total sample
40.5% describe their tuition class as "interesting" while 57.4% describe it as "moderate". Only 2.1% describe it as "boring" (Annex
3.10). More of the males than females describe it as "interesting".
Among the races, most of the Indians (55.5%) describe their tuition class as "interesting" while only 41.8% describe it as "moderate". On the other hand, most of the Malays (63.8%) and Chinese (56%) describe their tuition class as only "moderate". More of the urban respondents (42.5%) than their rural counterpart (26.5%) describe it as "interesting". A comparison of the respondents' description of their tuition class based on their socio-economic status shows that when the SES of the respondent is high, a higher percentage rate their tuition class as "interesting". Only 35.2% of the respondents in the semi-skilled category rate their tuition class as "interesting" compared to 46.1% of the professional category and 42.5% of the skilled category. A comparison of the states shows that over 39% in all the states say that their tuition class is interesting except in
Kelantan where only 29.8% say so.
The largest group of respondents, that is, 40%, say that their tutors are better than their school teachers while another 30% rate them as good as their school teachers. Only 4% say that their school teachers are better than their tutors. However, it should be noted that 25.2% say that there is no difference (Table 3.9). 56
Table 3.7
Tutor Ability
N
Excellent 1442 33.7
Good 2269 53.0
Quite good 554 12.9
Quite weak 13 0.3
Very weak 4 0.1
Total 4282 100.0
Table 3.8
How Much One Understands
N
Understand well 2133 49.7
Understand 2074 48.2
Quite understand 87 2.0
Do not understand 4 0.1
Total 4298 100.0 57
Table 3.9
Tutor-Teacher Comparison
N %
As good as teacher 1296 30.8
School teacher better 167 4.0
Tutor better 1681 40.0
No difference 1062 25.2
Total 4206 100.0
Among the races, a slightly higher percentage of the Malays
(5.6%) compared to the Chinese (2.6%) think that their class teachers are better. Conversely only 29.2% of the Malays compared to 46.7% of the Chinese and 47.4% of the Indians say that their tutors are better.
A higher percentage of the urban respondents (42.4%) than of their rural counterparts (23.6%) say that their tutors are better than their school teachers. Almost 39% of the rural respondents say that there is no difference. Where the socio-economic status of the respondent is high, a higher percentage say that their tutors are good or better than their class teachers. A higher percentage of the respondents in the semi-skilled category compared to the professional and skilled categories indicate no difference. A comparison among the states shows that more than 70% of respondents in Penang, Selangor, Johor and the Federal Territory say that their tutors are better than their I
class teachers compared to 67% in Sarawak, 58% in Sabah and 47% in 1 Kelantan. It is interesting to note that a rather high percentage
1 (49.1%) of respondents in Kelantan say that there is no difference
their tutors and class teachers (Annex 3.11). Ibetween
3.4 The Scope of Tuition
1 IMost of the students surveyed take tuition in two or more subjects (Table 3.10). Only 30.1% attend tuition in a single subject, 23.1% in
Itwo subjects, 16.9% in three subjects and 9.8% take tuition in more
than six subjects.
I
1 Table 3.10
Number of Tuition Subjects taken by Students
1
Number of Subjects N
One 1308 30.1
1
Two 1001 23.1
Three 735 16.9
Four 455 10.5
Five 409 9.4
Six or more 432 10.0
Total 4340 100.0 59
The data shows that most students take advantage of a package deal which offers them tuition in a group of subjects such as
Mathematics, Physics and Chemistry. In particular students who are from lower social groups take advantage of these package deals.
Students from the upper classes are more discerning and probably take tuition in the subjects they are particularly weak in. Annex 3.12 demonstrates that children of professional parents take less subjects compared to children whose parents are semi- professional or skilled.
Among ethnic groups, Malays more frequently take tuition in more subjects than the other ethnic groups.
At the Form Three level the most popular subjects are Modern
Mathematics, Integrated Science, Geography, History, English and
Bahasa Malaysia. At Form Five level students take tuition most in
Additional Mathematics, Mathematics, Chemistry, Physics, Bahasa
Malaysia and Geography. At Sixth Form level tuition is taken most in
General Paper followed by Geography, History, Economics, Mathematics and the science subjects of Biology, Physicsand Chemistry. That
Bahasa Malaysia did not top the list of tuition subjects can only be explained by the fact that generally Bahasa Malaysia tuition is largely taken by the non-Malay students. Apart from tuition in school subjects, some students also feel the need for instruction in subjects which are not taught in schools. The majority (80.5%) take one school subject which is not taught in their schools such as English
Literature, music, art and accounts. 60
Consistent with the fact that most tuition is taken in tuition centres and in "packages", the majority of students attend tuition in classes of more than ten rather than in smaller groups. Only 30% are taught in classes smaller than ten and 12.1% in classes smaller than five (Table 3.11).
Since tuition is quite an important part of the lives of students it is expected that considerable time is spent on tuition.
This is borne out by the data shown in Table 3.12.
Table 3.11
Number of Students per Tuition Class
Number of Students N
1 - 5 500 12.1
6 - 10 750 18.2
11 - 15 670 16.2
16 - 20 618 15.0
21 - 25 364 8.8
26 - 30 471 11.4
More than 30 753 18.3
Total 4126 100.0 61
Table 3.12
Time Spent on Tuition
Hours at Tuition Hours Travelling per week per week N N
Less than three 645 15.4 2608 70.4
Four to five 1495 35.6 473 12.8
Six to seven 994 23.7 261 7.1
More than 7 1062 25.3 360 9.7
Total 4196 100.0 3702 100.0
Nearly half the students spend more than five hours per week at tuition with 25.3% spending more than seven hours per week. Another
35.6% spend four to five hours weekly and 15.4% spend less than three hours at tuition.
Time at tuition normally involves considerable travelling time, although the majority (70.4%) spend less than three hours weekly travelling to tuition classes. About 17% spend more than six hours weekly going to and from tuition. Tuition and travelling time takes at least about two hours and at the most fourteen hours per week of a student's time. 62
3.5 Tutoring Strategies
A list of 15 tutoring strategies was presented to the students to elicit the more popular modes used in tuition classes. The fifteen strategies can be classified into four main types of activities:
Examination coaching (statements 1, 8, 10 and 15).
Attention to individual needs (statements 4 6 and 11).
Supplementary activities to what is done in school (statements 12,
13 and 14).
Explaining/lecturing by tutor (statements 2, 3, 7 and 9).
Table 3.13 lists these strategies in order of frequency of use.
Ranking first and fifth are activities inwhich the tutor attends to the students' individual request for assistance. Ranking secondand sixth are examination-coaching activies. Covering topics that the school teacher has not covered ranked fourth in terms of the most used activity during tuition, while extra exercises only ranked seventhand eigth where about 80% of the respondents say that these activities are conducted during their tuition. On the other hand, less than 42% of the respondents say that their tutors "deliver information in a straight-forward manner" and only 33% say that their tutors help them with their homework during the tuition class.
Viewing the tutoring strategies according to the major activities identified (Table 3.14) it appears that strategies that help students improve their examination performance are most 63
Table 3.13
Tutoring Strategies
My Tutor lets me ask questions and then explains them 96.4%
My Tutor coaches me to answer exam questions 95.9%
My tutor explains a lot 94.2%
My tutor covers topics that my teacher has not covered 93.8%
My tutor goes over any of the work I ask him/her to covered 87.3%
My tutor gives past year exam questions to do 86.6%
My tutor gives lots of exercises to do during tuition 80.1%
My tutor gives me exercises for homework 78.8%
My tutor gives extra material and notes on topics covered 63.1%
My tutor revises parts of the syllabus which has to be covered 62.5%
My tutor spends time with us over our individual problems 53.1%
My tutor delivers information in a straight-forward manner 41.6%
My tutor helps me with my homework 33.3%
My tutor lectures 21.5%
My tutor explains a little 5.7% 64
Table 3.14
Categories of Tutoring Strategies
Examination Coaching
My tutor coaches me to answer examination questions 95.9%
My tutor gives past year examination questions to do 86.6%
My tutor gives lots of exercises to do during tuition 80.1%
My tutor gives me exercises for homework 78.8%
Individual Needs
My tutor lets me ask questions and then explains them 96.4%
My tutor goes over any of the workI ask him-her to 87.3%
My tutor spends time with us over our individual problems 53.1%
My tutor helps me with my school homework 33.3%
Supplementary School Activities
My tutor covers topics that my teacher has not covered 93.8%
My tutor gives extra-materials and notes on topics covered 63.1%
My tutor revises parts of the syllabus which have to be covered (are important) 62:5%
Tutor Explains/Lectures
My tutor explains a lot 94.2%
My tutor delivers information in a straightforward manner 41.6%
My tutor lectures 21.5%
My tutor explains a little 5.7% 65
frequently used. Examination coaching and payingattention to
individual needs of students dominate. Examination directed
activities focus primarily on specific coaching for and improving
examination skills. This is done by working through past examination
papers and exercises both at tuition classes and as homework.
Individual attention further assists students in overcoming learning
problems that students have identified. Of the total sample, 95.9% to
78.8% indicate that examination coaching activities occur in their
tuition classes. Attention to individual needs are attested to by
96.45% to 33.3%of students. A high proportion, 96.4% and 87.3%
report that their tutors explain problems raised and patiently go over work they are unsure of.
Supplementary school activities feature next in prominence with a range of 93.8% to 62.5% reporting such activities. Among these the majority (93.8%) indicated that their tutors cover topics that their teachers have not completed in school. Besides that, tutors frequently provide notes on topics not covered in school (63.1%) as well as revise parts of the syllabus which have to be covered (62.5%).
Tutors generally do not indulge in mere teaching, lecturing or explaining. Students do, however, indicate that their "tutors explain a lot" (94.2%) which phenomenon is probably reflective of coaching for examinations and attending to individual needs. Merely delivering information and lecturing is the practice of 41.6% and 21.4% tutors respectively. 66
The proportion of respondents who are exposed to each of these modes of tutoring by sex, race, strata, SES and state are shown in
Annex 3.13. Chi square analysis highlights some important differences among these groups. The data suggest that some groups have greater access to tutoring styles that enhance their performance. Their tutors focus more on their specific needs.
On the whole, there are not many differences among the sexes.
Both boys and girls attend similar tuition classes and are generally exposed to the same range of learning activities in their tuition classes. The differences are in perception of the extent to which their tutors use the lecturing technique, give exercises during tuition, assign exercises for homework or provide extra materials and notes on topics covered. More males report tutors lecturing, and the feeding of extra materials and notes while the females report higher incidence of working through exercises.
Racial differences are significant on all types of tutoring behaviour, except their agreement on tutors allowing them to ask questions and explaining. However, it is difficult to discern a meaningful pattern.
Social class differences were noted on the experience of the different tuition modes. Of the fifteen modes listed, social classes differ on eight tuition modes. The working class children are more prone to be with tutors who merely "deliver information in a straightforward way", or lecture to the students. Students from high 67
status homes more frequently are with tutorswho render help in their homework and generally attend to their individual needs including
providing extra materials and notes on topicscovered.
The chi-square analysis reveals that in seven out of the 15
tuition activities, there is no difference by school location, that
during is, there is difference in some modes of activity conducted
tuition in the urban and rural areas. Students in the rural areas
generally find tutors who are more examination oriented. The rural
kids at tuition receive extra notes and materials morefrequently than
their urban counterparts. They are also in tuition classes where they
get specific help with homework, and are coached for examinations.
Overall, the differencesare not very large, but rural children
probably focus slightly more on improving examination skills.
The chi-square analysis performed on tuition activities by
state reveals that there is no difference by state inonly two out of
the 15 activities presented in the questionnaire. These two
activities are: "my tutor lets me ask questions and then explains
them" and "my tutor explains a little". Other than these two
activities, there is a difference in the mode of activity conductedin
the tuition class in the different states. As in the case of the
rural-urban divide, students in the low income states were more prone
to seek tutors who concentrated on specific examination skills. 68
3.6 Summary and Discussion
note and A number of features of the tuition industry areworthy of
comment. Our interest is not merely in the various practices that
have been sketched, but also in their impact on thetotal debate of
access to quality education and a more equitable opportunity
structure. A number of assumptions have been made in assessing the
effect of private tuition on the quality of educationavailable to all
groups. Generally, it has been assumed that those providing
instruction in small groups and well remunerated for it are better
motivated to deliver a higher quality of tuition than that made
available in large groups, with small payment orvoluntarilyprovided
by schools or Parent-Teacher Associations. Better quality tuition
affects their performance in schools and their opportunities for
greater social advancement.
It has been found that those from poorer states and low socio-
economic status have less access to individualised and commercially
organised tuition. These are also more dependent upon schools and
Parent-Teacher Associations to provide the extra-instruction needed.
There emerges thus, a two-tiered quality of tuition, one high quality
tuition for the rich urban and high socio-economic status and the
other poorer quality tuition for the rest.
The disadvantagesof access to quality tuition are further
entrenched through the period during which tuition is available to
these groups. On the whole the urban and wealthier social groups, 69 provide tuition from an early age and on a continuing basis, while the
less privileged groups have access to tuition later in their school careers and often sporadically, generally prior to important examinations.
Selection of tutors through advertisements and based on the consideration of lower fees rather than the reputation of the tutor further ensures that those from the high status and high income groups are able to avail themselves of the best tutors in the business. The poorer groups, have to settle for tutors they can afford and who live nearer their homes, posing no problems of transport.
There appears to be some degree of ethnic selectivity in choice of a tutor, with all ethnic groups primarily preferring tutors of their own ethnic group. Possibly, the most dominant factor is the access to a tutor. Thus, in rural areas, Malay tutors and in urban areas Chinese tutors are most common.
Nearly half of the tutors have a university degree, which might reflect the activity of many unemployed graduates, or the part time work of many graduates both teachers and others. Except for the fact that Malays and students in Kelantan are taught by a majority of graduates (possibly because of the school-organised tuition in
Kelantan schools), tutors of the high SES and the urban areas are generally taught by better qualified tutors. 70
Generally the students are positive about their tutors and have
high regard for them. They find their tutors helpful and interesting
and better than their school teachers. Again high social status and
urban students are more positive about their tutors than those from
lower social status and rural areas. Students tend to take tuition in
two or more subjects; suggesting that the majority take up tuition
"packages" offered by tuition centres or individual tutors. Children
from working class background are more prone to take tuition in
"packages". Parents of high status children are probably more
selective and obtain for their children tuition in subjects in which
they are weak, while working class parents are less selective and take
the package offers which are cheaper and also, in their view, keep
their children occupied for a considerable part of the day.
Tuition is largely taken in school subjects, Mathematics,
Science subjects and Bahasa Malaysia being the popular ones, but some take tuition in subjects not taught in their school such as music,
literature and accounts.
Tuition is generally taken in fairly large groups of more than
10. More than 80% spend over four hours per week at tuition and possibly 1 to 3 hours travelling to and from tuition. In fact, nearly half the students report spending more than six hours per week on tuition. There is little doubt that tuition featuresas a major part of the lives of these school children and represents a prominent extra-school activity. 71
The analysis of the tutoring strategies has revealed the prominence given in tuition classes to sharpening examination skills through attention to individual needs and specific coaching for examination questions as well as getting plenty of practice in doing exercises during tuition or as homework. Mere delivery of information or help with school homework play a secondary role. Clearly, tuition provides the necessary support for the passing of examinations.
The mode of tutoring available varies quite significantly among the social class, the rural-urban and ethnic groups. In conformity with the findings on type of tutor and qualifications of tutor, those from the upper classes and urban areas have tutors attending to their individual needs and providing additional notes and materials. Those from the working class and rural areas have tutors more oriented to coaching for examinations.
In summary, the findings show a difference in the quality of tuition available to the rich and poor or urban and rural students.
Even within the tuition system, there are signs that it works differently for different social groups - helping the already privileged more than the others. A pattern seems to be emerging in whichthe high socio-economic status, the urban and those from high income states are better placed to avail themselves of quality tuition. 72
Financial Aspect of Private Tuition
Private tuition has become a common phenomena in the Malaysian
education system. The private tuition industry has brought about an
impact upon the opportunities for quality education among the
different ethnic groups in Malaysia. In view of this, in this chapter we present the results of the survey relating to a number of pertinent
issues like the financial aspect of the private tuition industry.
First we show the extent of difficulty in paying fee by socio-economic status of respondents and the amount of tuition fee paid by the students or parents. We then mention briefly the main non-school subjects, the fees paid and time devoted to it.
Tuition Fees
The tuition fees aspect is considered from two points of view, that of the students and that of the parents. Information was elicited from the student regarding the extent of difficulty in paying the tuition fees. About 76.5% stated that they had no difficulty in paying their tuition fees compared to 23.5% who said otherwise.
A comparison among the different socio-economic status of the parents shows the students whose parents are semi skilled workers had difficulty in paying the tuition fee (33.1%) when compared to the other groups (Table 3.15). 73
Table 3.15
Percentage Distribution of Difficulty in Paying Tuition Fees by SES
Have you faced any difficulty in paying your tuition fees SES of Respondents Total Cases Yes No
Professional 12.3 87.7 100.0 (128) (909) (1037)
Skilled 19.4 80.6 100.0 (240) (997) (1237)
Semi-skilled 33.1 66.9 100.0 (478) (966) (1444)
Others 28.1 71.9 100.0 (86) (220) (306)
Total Cases 23.2 76.8 100.0 (932) (3092) (4024)
Parents were also asked whether they felt any difficulty in paying fees for the children. The survey showed about 20.9% of the parents had difficulty in paying their fees, compared to 79.1% who stated otherwise. In other words one-fifth of the parents had difficulty in paying fees but still wanted their children to go for tuition. This shows there is a high priority forparents to send their children for tuition even with their financial burdens. 74
The study shows that tuition centres are the most common place
where tuition is conducted. This is followed by tuition at the
tutor's home. There is a difference in fees charged by the tuition
centres and the tutors at home. An analysis in the amount of fees
paid by the students was done. Table 3.16 shows a student pays an
average of $50.00 per month. The analysis further shows that about
55.6% of the students pay less than $40.00 and about 90% pay less than
$100.00 per month.
Table 3.16
Amount of Tuition Fees Spent per Month
Amount($) of N Cumulative (%) Tuition Fees
2 - 20 25.6 1044 25.6
21 - 40 30.0 1225 55.6
41 - 60 21.6 882 77.2
61 - 80 8.7 357 85.9
81 - 100 5.4 222 91.3
101 - 600 8.7 345 100.0
In addition to this, a comparison of the fees paid was made
between the urban and rural students. It shows that a higher percentage of urban students tend to fall in the higher fees bracket 75
($21-$40) when compared to ruralstudents who tend to fall in the fees bracket between $2 to $20. This shows that fee charged in urban areas are generally higher than thosecharged in rural areas.
tutors In the urban areas tuition is conductedby individual
is and tuition centres and schools. In the rural areas tuition conducted either by the school or theParent-Teacher Association. The
the urban cost could be the possible reason for the higherfee in areas, compared to rural areas.
the To further strengthen the information elicited from students regarding the amount of fees paidmonthly, parents were also questioned regarding their monthly and yearly expenditure on tuition
to this for their children. A total of 2,931 parents responded question. They as a whole spent about$2,068,867.00 per year on tuition for their children. It means that they spent about $705.85
This per year on each child and an average of $58.82 per month. further confirms that the information given by the students, who stated they spent about $50.00 on average fortuition every month.
A comparison among races shows there were not manydifferences between the races as to who paid the most. All the parents,
irrespective of race felt tuition was important for their children
(Annex 3.14). 76
c. Non-school Subjects
Students apart from taking tuition for their principal school subjects, do take tuition on non-school subjects such as music, swimming, tennis and so on. The results of the survey are mentioned briefly here. About 95.0% of the students surveyed take tuition in two or less subjects (Annex 3.15). Students in the study also spent a considerable amount of time on non-school subjects. About 80.0% of of the students spent an average of 15 or less hours on non-school subjects. With regard to the amount of fees paid on non-school subjects, about 90.0% of the students spent an average of $120.00 or less on non-school susbjects. Only 10.0% of the students spent more than $120.00. Going to tuition normally takes up a considerable travelling time, about 88.0% of the students spent about 3 or less hours travelling for their non-school subject tuition classes.
3.7 Conclusion
Based on the findings, the following conclusions can be made about the financial aspect of the private tuition industry.
A majorityof the students stated they had no difficulty in paying their fees as compared to 23.5% who mentioned otherwise. On the other hand, about 20.9% of the parents mentioned they had difficulty in paying fees but this did not stop them from sending their children for tuition. They did not want their children to be deprived of the chance for quality education. 77
Payment for private tuition has been a big burden for many students and parents. The study shows the total number of students who take tuition paid over two million per year. This works out to be
$58.82 on each child. In addition to this, 90.0% of the students in the study spent about $120.00 per month onnon-school subjects. CHAPTER IV
PERCEPTIONS OF TUITION BY STUDENTS AND PARENTS
The education authorities are aware that tuition is a thriving industry in the country and though they do not encourage it, teachers are allowed to conduct such classes. Such teachers have to seek permission and there are strict guidelines to follow - oneof which is that they are not to teach more than 4 hours a week. This is to ensure that teaching in school retainsits high quality.
The average parent usually has to decide whether he wants to send his child for tuition or not. It is suspected that in some cases there is resentment in having to be forced to incur extra expenses and time. Some people have expressed the opinion that tuition is a racket aimed at profit. To find the answers, one must go to the consumers involved - the students and parents.
This section analyses the opinions expressed by students and parents on tuition. Question 21 of the students' questionnaire and question 11 of the parents' questionnaire provide most of the data.
In this chapter, first the opinions of the students will be considered followed by the parents and then both.
Question 21 required students to indicate "agree, unsure, or disagree" to each statement in the question e.g " Tuition should be 79
banned". In the analysis, the percentage agreeing and disagreeing were compared. Where other variables made important differences e.g.
socio-econic status, they are highlighted.
The size of those who were not committed (i.e. not sure) was
also taken into consideration. Three statements had more than40%
indicating "not sure". The inferences one could make from these items
would not reflect the opinion of the sample population.
The opinions expressed were ranked according to frequencycount
to highlight those statements that studentshave a strong opinion on.
Table 4.1 summarises this. Column 1 indicates the rank according to
the frequency of responses, column 2 summarises the content of the
statements in the questionnaire, column 3 and 4 indicate the
porportion that agreed or disagreed.
One of the objectives of this study was to find out whether
private tuition is a racket with the students as victims. The present
society here places emphasis on paper qualifications despite the
advice of academicians and policy makers. From experience we know
students have become exam oriented because of pressures from parents.
Yet the data in Table 4.1 show only a small percentage think that
tuition is important for passing exams and that tutors are only
interested in the money - albeit the portion that abstained from
answering is large. 80
Table 4.1
Perception of Tuition by Students
Rank Statement Agree Disagree (%) (%)
2 92 1 No need to pay attention in school as tuition covers all
2 87 2 Tuition should be banned
9 77 3 Tuition is only for rich people
8 4 Teachers do not think highly of nontuition 63 takers
12 5 Tuition is necessary 61
53 17 6 If more remdial classes in school, tuition will not be necessary
21 7 If efforts to improve school - tuition 49 would not dominate
14 8 Tuition exploits all who want to excel in 49 exams
44 9 Tuition overworks students 21
10 Tuition is vital as quality of teaching in 22 40 school is poor
11 If parents know of school happenings - no 26 36 need for tuition
12 Tuition dominates our lives 36 18
13 Tuition is important to pass exams 33 25
14 Some tutors are only interested in making 21 32 money 81
tuition The students do have definitive opinions on whether should be allowed to exist or not (seestatements ranked 2nd and 5th).
on private One could infer that students do nothave negative views opinions were grouped tuition. To study the opinions further, the into three categories:
Attitudes towards tuition
The school system vis a vis tuition,and
How tuition affects their lifein school.
idea of the strength The opinions were first ranked to get an of the opinions.
4.1 Attitudes Towards Tuition
The statements which providedinformation on whether students viewed
size of tuitionpositively or negatively were ranked in order of response. Table 4.2 summarises the findings.
is It would appear that the majority of studentsthink there necessity for tuition (61%) and that it should notbe banned (87%).
Obviously they see that tuition has a role toplay but they do not see
it as vital in supporting the school system. On the contrary, almost
half see it as exploitative (49%).
Tuition is seen more as an aide to examinations. The school
can prepare students for exams but tuition draws those who wish to 82
Table 4.2
Attitudes Towards Tuition
Rank Statement Agree Disagree
1 Tuition should be banned 2 87
2 Tuition is necessary 61 12
3 Tuition exploits all who want to excel 49 14 in examinations
4 Tuition overworks students 21 44
5 Tuition vital since poor teaching in 22 40 school
6 Tuition important to pass exams 33 25
7 Some tutors only interested in money 21 32
excel. It is seen as an extension of the school, providing more than the basic facilities.
A breakdown of the responses to statements which were ranked
1-3 was done to find out whether there were any skews due to the nature of the respondents. Socio-economic status, sex, and state were found to have no significant influence on the nature of the opinions.
However, some differences emerged when the following were considered:
tuition-takers (T-T) and non tuition-takers (nonT-T)
urban and non-urban
race 83
There is some difference between T-T(91%) and nonT-T (82%) on
banned. Both groups the question of whether tuition should be overwhelmingly agreed that it should not bebanned. Tuition has been
possibly have taken it to be part in existence so long that students
found in responses of academic pursuits.But obvious differences were to the statement "Tuition isnecessary".
Table 4.3
Statement: Tuition is Necessary
Agree Disagree
T-T 3036 (60.0%) 320 (34.0%)
nonT-T 2068 (40.0%) 633 (66.0%)
Total 5104 (100%) 953 (100%)
In this table, the "not sure" respondents havebeen ignored. As
This is a a whole, 5104 (84%) agree that tuition is necessary.
significant number. Out of this group of 5104, 3036 (60%) of the T-T
stated that tuition is necessary, whereas 2068(40%) in the non T-T
group think so. This is not unexpected since it is axiomatic that
students who take tuition would think that it isimportant to them. 84
An interesting fact is that although there are differences in
agree the opinion of both groups on the importanceof tuition, both that tuition exploits those who want to excel in exams (T-T: 49%, nonT-T: 48%). It would seem that students feel the school isadequate
in for preparing them with a basic education but forthe extra marks exams, specialised coaching is necessary. In fact the students feel
as the the school is often inadequate in meeting their needs asfar exams are concerned.
But whether tutors are only interested in the money, is not clear. The non T-T group are aboutequally divided in their views with more than half not sure(51%). The T-T group also have a large percentage not sure (43%) but more disagree that tutors are only
interested in the money. They do see a service performed by tutors.
More rural students (71%) than urban ones (58%) think that
tuition is necessary. One would think it is due to their perception
of the quality of education in rural areas but the data suggests
otherwise. (See Table 4.4).
When race is looked at,it emerged that a higher percentage of
the Malays think tuition is necessary (Malays: 70%, Chinese: 53%,
Indians: 60%) and that it should not be banned (Malays: 89%, Chinese:
84%, Indians:87%). 85
4.2 Perceptions of the School Systemand Tuition
the school When the statements which are related tothe opinions of made system and tuition are rankedaccording to frequency of reponses by students, the result is:
Table 4.4
School and Tuition
Disagree Rank Statement Agree
2 92 1 No need to pay attention in school because tuition covers all
17 2 If more remedial classes in school, 53 tuition won't be necessary
3 If school were improved, tuition 49 20 would not dominate
4 Tuition vital since poor teaching 22 40 in school
The opinions expressed here seem to have a very strong
consistency. The students feel the school is inadequate for their
needs and they see extra instruction as the remedy but not
necessarily to be provided by private tuition. The strongest reason
for not taking tuition given by nonT-T is "Teachersin school are good
enough". Students seem to feel that it is the system rather than the
quality of teachers which has contributed to the inadequacy. 86
This can be seen from the responses to statements on what the schools should do. A high percentage (92%) suggest that there is much that the school can contribute because those who take tuition will still have to pay attention in class since tuition does not cover everything. The desire is for the school itself to remedy the situation e.g. holding remedial classes, and improving the school.
Both the T-T (52%) and nonT-T (54%) are proportionately similar in wanting more remedial classes. It would seem tuition-takers would rather the school provided them with the academic support they seek in tuition.
Statement 4 in the above table assumes that the quality of teaching in schools is poor. When asked whether tuition is the answer
40% did not agree and 22% agreed. But when the T-T and the nonT-T were viewed separately, it was found that more nonT-T (46%) than T-T
(35%) respondents disagree that tuition is vital. This statement however has to be viewed with caution for one wonders whether the disagreement is with the quality of teaching or the vital role of tuition.
4.3 Tuition and Life in School
How tuition affects the lives of students is borne out by the statements in Table 4.5. 87
Table 4.5
Tuition and School Life
Rank Statement Agree Disagree
9 77 1 Tuition is only for rich people
8 63 2 Teachers don't think highly of nonT-T
21 44 3 Tuition overworks students
18 4 Tuition dominates our lives 36
Students do not feel a sense of deprivationin terms of access to tuition, for a high percentage(77%) disagree that tuition is only
were for the rich. Even when race, SES and strata(i.e. urban/rural) taken into consideration, the trend remainsthe same.
However, 16% of nonT-T compared to 3% of T-T thinktuition is only for the rich. This suggests that a small proportion are not
taking tuition because of financial burdens. Generally, in this
country, tuition has become a way of life. Rich and poor use this
service for various relevant reasons and it is notconsidered a luxury
for the affluent only.
The data on statement 2, "Teachers do not think highly of those
who do not take tuition", suggests that T-T and nonT-T feel no 88
discrimination in school. Life in school is not affected by what one
about their job does outside. This speaks well for teachers who go objectively.
over- Students who take tuition do not feel they are being
they are doing. worked. They probably feel the relevance of what
However, 36% feel their lives aredominated by tuition. In this area,
More than a third only those who take tuition can form anopinion. seem to be takingtuition out of compulsion - a necessaryevil.
4.4 Summary and Discussion
socio-economic The opinions expressed do not follow lines set by tuition-takers status, strata. sex, race, state, or whetherthey are or non tuition-takers.
more It would seem that student opinions on tuition are positive than negative. There is also a large proportion who are
neutral when it comes to opinions on schoolsand teachers. This could
be due to the ingrained respect Malaysianshave for educators and the
institutions.
Students see tuition as relevant and unavoidable in some cases.
see an There is no blame put on the quality of teachers but they
inadequacy in the school system when it comes to preparing them for
scoring in examinations. They do suggest that the school is adequate 89
for the basics but they would like tuition-like services to be provided by the school. It sounds like wanting tuition all over again, only a change of management i.e. instead of being in private hands, students want it organised and sanctioned by the school authorities.
a. Attitude of Parents Towards Tuition
The parents had slightly different questions from those of the students. The reason being there are some questions only the students in class can answer and some that are relevant only to parents. The students were asked not to help their parents fill in theform so that the parents were in no way influenced by the opinionsof the children.
Altogether 6382 parents/guardians responded compared to8322 of the children. To find out what opinions were most strongly expressed by the parents, the responses were ranked with the followingresults: 90
Table 4.6
Attitudes of Parents Towards Tuition
Rank Statement Agree Disagree
1 Tuition should be banned 4 79
2 Tuition is only for rich people 14 74
3 If more remedial classes in school, 66 12 tuition will not be necessary
4 Teachers do not think highly of non 9 60 tuition takers
5 If efforts to improve school 60 17 - tuition would not dominate
6 Tuition is necessary 54 18
7 Tuition is important to pass exams 48 24
8 Tuition overworks students 26 47
9 Tuition exploits all who want to 46 19 excel in exams
10 Tuition is vital as quality of 21 43 teaching in school is poor
11 If parents know of school happenings 28 38 - no need for tuition
12 Tuition dominates our lives 37 25
13 Some tutors are only interested in 30 27 making money
How important is tuition to the parents? Do they want it for various reasons or do they tolerate it? It would seem that the 91
obvious reason for sending childrenfor tuition would be for passing
think exams but only 48% think this is important. Yet most parents
be that tuition is here to stay. A high 79% disagree that it should banned and slightly more than half think it is necessary (54%). In fact many parents do not consider tuition a luxury. Seventy-four per cent do not think it is the prerogative of the rich to send their children for tuition.
Negative feelings towards tuition rank low in Table 4.6 but almost half (46%) feel that tuition exploitsall who want to excel in exams. Otherwise, the parents are quite divided in their opinions on whether some tutors are interested in only making money (30% think so and 27% disagree).
On the whole there is little adverse feelings towards tuition but a high proportion of parentswould like to see the schools do something about the education of their children so that there would be less dependence on tuition. If we looked at the comments, on tuition vis a vis school, we find that parents feel there is a need for remedial work and that the school could take over this function instead of private tutors.
Most parents do not blame the school or the quality of teaching. Neither is it the lack of parental concern which has created problems for the children. There is a recognition that 92
does not more has to be done for them and normalschool practices fulfil this need.
Table 4.7
Parental Attitude Towards School
Agree Disagree
If more remedial classes, tuition 66 12 will not be necessary
If efforts to improve school - 60 17 tuition would not dominate
Tuition is vital as quality of 21 43 teaching in school is poor
If parents knew of school happenings, 28 38 no need for tuition
b. Opinions of Parents of Tuition Takers andNon-Tuition Takers
As would be expected, parents of tuition-takers would be more
positive towards tuition. Table 4.8 provides a clear indication of
the differences. 93
Table 4.8
Attitudes of Parents' Towards Tuition
T-T non T-T
Tuition should be banned 85.0% 73.o% Disagreed
Tuition is only for the rich 84.0% 63.0% Disagreed
Tuition is necessary 64.0% 45.0% Agreed
Tuition is important to pass 57.0% 38.0% Agreed exams
The surprising evidence is that as high as73% of the non T-T parents disagreed that tuition should be banned. Both see the necessity of tuition but a high 84% of the T-T feel finance is not the criterion for sending children to tuition.
On the question of the school influencing the tuitionindustry, there is not much difference in opinions when it comes to the school providing the services that tutors could. Both groups want the school to provide classes for the weaker students. 94
Table 4.9
Remedial Classes
T-T non T-T
If more remedial classes in 66.0% 66.0% Agreed school, tuition will not be necessary
divided But when it comes to the school ingeneral, there are opinions (see Table 4.10). Tuition-takers want an improvement,
feel obviously feeling an inadequacy in that departmentthough they
to students are overworked with the extra load. When it comes commenting on the quality of teaching,the number of abstentions is
the large (more than a third in each segment). This again reflects appreciation Malaysians in general have forteachers.
On the adverse opinions on tuition, both groups of parents are also similar exceptfor the first statement below. This is natural as those who take tuitionwould have more work to do.
Onwhether tuition dominates their lives both groups are surprisingly similar in opinion. One wonders how the non T-T group managed to find that tuition dominates their liveswhen they do not have children taking tuition. This response can be taken as a generalised view towards tuition even if their children were not
involved in tuition. 95
Table 4.10
Negative Effects of Tuition
T-T non T-T
Tuition overworks students 54.0% 40.0% Agreed
Tuition exploits those who want 50.0% 42.0% Agreed to excel in exams
Tuition dominates out lives 39.0% 35.0% Agreed
Some tutors only interested in 30.0% 29.0% Agreed money
c. Opinions of Parents According toRace
at. The Interesting trends emerge when the ethnic groups arelooked
seems to be Indian community is especially interesting. Tuition some very much an important part oftheir lives and yet there is resentment in having to consider it a necessity. Seventy-five per
tuition cent thinks tuition should not be banned and74% feel that
tuition, as is not only for the rich. This community subscribes to
71% of the sample send their children fortuition.
their A point worth pursuing: is why do the Indians send children for tuition because only 21% feel it is importantfor passing exams compared to 47% Malays, 25% Chinese, and 42%Others? Not many feel that tuition is exploitative. Only a third feel that tuition exploits those who want to excel in exams but a high52% think tutors 96
are out for the money (compared to 23% Malays, 37% Chinese, 27%
Others). It would seem they send their children for tuition but suspect the motives of the tutors.
Looking at their responses for the statements:
Table 4.11
Remedial Classes
If remedial classes, tuition not necessary 72.0% Agreed
If school improved, tuition won't dominate 69.0% Agreed
it is suggestive that the Indian community is more concerned with education than with exam results. More investigation has to be made
here as it is hard to believe that parents are not concerned with exam marks in Malaysia.
The Chinese parents also show a similar attitude towards
tuition. Looking at Table 4.12 it would seem that Chinese parents do
not consider tuition necessary, nor do they think it is important for
passing exams. 97
Table 4.12
Importance of Tuition
Malays Chinese Indians Others
Tuition is important to pass 46.0% 25.0% 21.0% 42.0% exams (Agree)
Tuition is necessary (Agree) 57.0% 24.0% 32.0% 49.0%
The Malays, on the other hand, feel more positively towards tuition. They constitute the highest group that disagreed that tuition should be banned (78%). They are also the highest for
agreeing that tuition is necessary (57%), that tuition is important
for passing exams (46%); and that it's worthwhile spending money on
tuition for the future of the children (72%).
They constitute the lowest group (23%) to think that tutors are
only out for the money compared with 37% Chinese, 52% Indians and 27%
others.
d. Opinions of Parents According to SES
There is a trend in the responses of the parents when they are divided
into job categories. The professionals have more definite opinions
and fewer answer "not sure" to the questions. As such, in almost all
the statements, the professional group has the highest proportion
agreeing or disagreeing. 98
The professional group are more positive towards tuition. A
only a large proportion agree that tuition should not bebanned but
group that can few think it is necessary. Although they are the
so that afford tuition, they want more to be done by the schools
tuition is unnecessary. Perhaps the professionals send theirchildren
a hefty to more tuition classesthan others and this makes up quite
bill if one considers music lessons, dancing,sports coaching, etc.
It would seem that the professional group arenot too concerned
with giving their children tuition in order to do well in
examinations. Twenty-four per cent agree that tuition is important
for passing exams whereas the other groupshave higher percentages
(semi-skilled 34%, skilled 41% and Others'33%). One wonders whether
their it is because the professionals have the option of sending
childrenoverseas for further studies, or setthem up in business if
they do not secure places in institutions ofhigher learning locally.
Most of the professionals do not think that tuitionis only for people
high in SES (70%); similar to the opinions of the other groups.
e. Opinions of Parents According to State
There is not much differences in the opinions of the parents when
looked at from the angle of states except for Kelantan and Sarawak.
The schools in these two states are relatively less well equipped or
staffedwhen compared to, for example, Kuala Lumpur. Exam results
have also been relatively poor in the past, though in recent years 99
there has been much improvement. One would think these are the
reasons for the needfor tuition. Hence 75% of the parents in Sarawak
think that if there were more remedial classes in school, tuition would not be necessary. But as usual, few parents have stated that
there is poor teaching in school. For all states, only 14% agree that
tuition is necessary because of poor teaching.
Two statements however deserve comment.
Table 4.13
Parental Attitudes Towards Tuition by State
Penang Sarawak Kelantan Sabah Johor Selangor Kuala Luspur
Tuition should be banned 61.0% 80.0% 82.0% 69.0% 72.0% 68.0% 66.0% Disagreed
Tuition is necessary 25.0% 34.0% 63.0% 47.0% 41.0% 33.0% 26.0% Agreed
Kelantan and Sarawak stand out in disagreeing that tuition
should be banned. On the question of whether tuition is necessary,
Kelantan has the highest proportion saying that it is. It also has
the highest proportion thinking that it is worthwhile spending for the
future of the children (76%). 100
f. Opinions of Parents According to Relationship
The guardians seem more concerned with their wardsthan fathers and mothers when it comes to tuition. But the high percentages could be explained by the size of the sample: 2362 fathers, 439 mothers and
198 guardians. Guardians are more concerned with academic success and feel that parents should decide whether tuition is needed ornot. One wonders whether it is the love and compassion thatguardians have for the children of absent parents which make them wantthe best for their wards.
Table 4.14
Attitudes of Parents and Guardians on Tuition
Father Mother Guardian
Tuition important to 38.0% 34.0% 45.0% Agreed pass exams
Tuition is necessary 45.0% 38.0% 54.0% Agreed
Parents have the right 59.0% 59.0% 71.0%Agreed to decide if children need tuition
On the whole fathers and mothers agree on the same thing - only one third of the Mothers think tutors are outfor the money (34%). 101
4.5 Conclusion
opinions, The parent group were more definitein expressing their meaning fewer responded "not sure" whencompared with the students.
Their attitude towards tuition is notnegative and they see tuition as
the being part of the education of their children,not a luxury for
system. rich only. Parents are more concerned with the school
Although they have not at all commented negatively onthe quality of
One teaching, they would like to see more done by the school.
conjectures that since they are the pay-masters, theywould like to
which is see a lessening of their financial burden for a service
needed to supplement the present school system.
An analysis of the opinions according to the race,SES, state,
and relationship yielded interesting differences. The Malays are more
positive towards tuitionwhile the Indians subscribe to it as a
necessity and one may infer there is some resentmentfor being put in
that predicament.
The professional group do believe in sending their childrenfor
tuition but would like to see more done by the school. They do not
place undue importance on tuition helping their childrendo well in
exams possibly because they have other avenues to explore - perhaps
studies overseas. 102
On regional differences in attitudes to tuition, two states
seem more stand out as slightly different. Kelantan and Sarawak positive towards tuition than the rest.
Parents Compared to Students
The patterns of the answers from parentsand their off-springs appear
The remarkably similar except for two areas (see Table 4.15below). attitude of both towards tuition is more positive than negative.
angle of Parents, however, looked at tuition not only from the
learning but also at the financial andorganizational side. Parents were also were more definite intheir opinions, whereas the students not sure of theirs in many instances.
The two dissimilarities could be explainedby the phrasing of
the questions and the role of the respondent.
Question 4 contains a double negative and there is a
possibility that the children misunderstood the importof the question
That so that in actual fact the parents and children do agree:
teachers do not look down on those who do not taketuition.
Question 14 represents an adult's view point. Thechild in all
probability does not feel any pinch when fees are paid out.The adult,
having had to earn the money feels differently. Thiscould explain why
the pattern deviated in these two questions. 103
Table 4.15
Parents and Students Views Compared
Statement Agree Disagree
S P S P
_ 2 - 92 1 No need to pay attention in school as tuition covers all
4 87 9 2 Tuition should be banned 2
4 3 Tuition is only for rich people 9 14 77
8 60 4 Teachers do not think highly of non 63 9 tuition takers
8 5 Tuition is necessary 61 54 12
17 12 6 If more remdial classes in school, 53 66 tuition will not be necessary
21 17 7 If efforts to improve school - tuition 49 60 would not dominate
8 Tuition exploits all who want to excel 49 46 14 19 in exams
44 47 9 Tuition overworks students 21 26
10 Tuition is vital as quality of teaching 22 21 40 3 in school is poor
11 If parents know of school happenings 26 28 36 38 - no need for tuition
12 Tuition dominates our lives 36 37 18 25
13 Tuition is important to pass exams 33 48 25 24
14 Some tutors are only interested in 31 30 32 27 making money
S: Students P: Parents I104I There is strong agreement among the parentsthat they have the 1 right to decide whether their child needstuition or not. In practice, Iit is known, the parents make the finaldecision but this is usually the recommendation of the teachers teaching their child. Ibased on Nevertheless, all parents, whether their children aretaking tuition Ior not, agree that the money expendedis worth it as the child's future is at stake.
1
I Table 4.16
Importance of Tuition as Perceived by Parents
1
IParentshave the right to decide 62.0% Agreed if their children need tuition
IChildren's future at stake, worth 74.0% Agreed spending money on tuition
1
I In conclusion, the overall pattern of both parents' and students'
Iresponses indicate an acceptance of tuition in theirlives. There are
no strong indications that thepopulation see tuition as a racket out
A very high percentage 1 to make money out of a captive population. Idonot want it to be banned.
The schools is seen as inadequate but the teachers are not
blamed for the quality of teaching. Extra academic help is seen as a 105 necessary adjunct to the present school system but morewould like to see the schools play that role than private tutors.
While the practice of tuition is being supported by most parents and pupils yet there is a sector of the parent and pupil population who do not participate in the tuition industry. The views of this non-participatory sector of the population (both pupils and parents) in the study were examined through their responses to a set of twelve statements as shown in Figure 1.
An examination of the responses by both the pupils and parents for the individual statements reveals that the majority of the students in the sample (70%) state that their reason for not taking tuition is because "the teachers in school are good enough". It is heartening to note here that students place teachers in high esteem and have confidence in them. Similarly, the majority of parents in the study sample (72%) share the same opinion for not sending their children for tuition.
However, the second most important reason stated by the students (51%) that "their family cannot afford tuition" is again supported by 50% of the parents. This poses an interesting observation in that if the family could afford it, would they have taken tuition irrespective of the fact that teachers in schools are good enough? 106
Per Cent
Students 90 Parents 80
70
60
50
40
30
20
10
o Statements 11 12 1 3 4 5 6 7 8 9 io
Figure 1
Response from Pupils and Parents (Percentage agreeing with students)
Teachers in school are good enough. Family can't afford it. Hard enough keeping up with school work. Do not wish to be part of a commercial racket. Child won't have time to do anything else. Child finds tuition boring. Child doing well in school and needs no tuition. Tuition is a waste of time and money. Doing brillantly in exams is not the only thing in life. None of my child's friends take tuition. I sent my child for tuition but did not find it helpful. I tutor him/her myself. 107
The same pattern emerges for the following statements: "hard enough keeping up with school work" (students: 50%; parents: 50%);
"no time to do anything else" (students: 49%; parents: 42%). It is
interesting to note that these two reasons are negative statements for not taking tuition; indicating that the students, supported by parents, would probably like to attend tuition but due to
circumstancesbeyond their control are unable to take tuition. This
is also true because presently school time is followed by extra curricular activities organized in the afternoons and tuition normally commences also about the same time leaving the child little spare time for other activities.
The reason for "not wanting to be part of the commercial
racket" (students: 41%; parents: 45%) do not appear to be strong enough to show that they are not supportive of this economic venture.
"Tuition being boring": (students: 33%; parents: 33%) and "had tuition but did not find it useful" could indicate that this group of
students could be in the extreme ends of the achievement list. Either they are academically good or weak, tuition is no more stimulating.
Two rather contradictory reasons were given to two statements and both these reasons, interestingly, seem to have attracted a small but equal number of respondents. Students (21.7%) supported by 26% of parents felt that they did not need tuition as "doing brilliantly in exams is not the only thing in life" while 21% said that they were
"doing well in school and therefore need no tuition", supported by 30% of parents. Two questions arise from these findings - whether the 108
rest of the students who do consider "doing brilliantly in
examinations as the only thing in life" are performing well in school
or not. Secondly the group that has responded positively to this
statement realize that they are actually saying that they have an
excuse for their unsatisfactory performance in school. If this is so,
then there is a need to explore the reasons why this alarmingly high
number of students are not doing well in schools.
Peer pressure does not seem to be a popular reason for not
taking tuition. The response "I don't take tuition as none of my
friends take tuition" attracted not more than 20% of the total sample
of respondents and 22.9% of the parents. The smallest percentage of
the respondents (14%) said that they do not attend tuition because
their "parent/guardian tutor them". This shows the overall lack of
enthusiasm for tuition by a small sector of the population.
A similar pattern of agreement emerges between parent and student when the responses are examined based on their socio-economic
status. Parents (72%) and students (70%) agree that "as the teacher
in school are good enough" there is no reason for tuition". Economic
reasons such as "family cannot afford it" is the next popular reason mainly supported by the semi-skilled and skilled group.
A majority of the other reasons for not taking tuition are supported mainly by the professional group of parents and their children and there is the expected progressive decline in the 109
percentage of responses from the profesional to the skilled, semi-
skilled and other groups.
Sex of the respondents does not seem to be a factor that
influenced the responses of the students to the reasons as to why they
do not attend private tution. The analysis shows a consistency in the
response percentages for each of the statements from both the sexes.
The only response that showed a slight difference between the sexes is
the percentage of students who responded "yes" to the reason "doing
brilliantly in exams is not the only thing in life". More males
(27%) than females (17%) seem to adopt this attitude.
"Teachers in school are good enough" was again the most popular
reason among both parent and students for not taking tuition when the
data was examined by race of the respondents. More Chinese students
(63%) and Chinese parents (61%) than students and parents of other
races responded positively to the reason "it is hard enough keeping up
with school-work". On the other hand, more Malay parents (65%) and
Malay students (61%) stated "family cannot afford tuition fees" as the
reason for not taking tuition. This is followed by Indian students
(39%), Indian parents (41%) and Chinese students (31%), Chinese
parents (31%).
Outstanding from the racial factor is that the majority of
Indian respondents receive help from their parent/guardian - their percentage being double that of Chinese or Malays. 110
Peer group pressure seems to be the strongest amongthe Malay respondents followed by the Chinese and least among the Indians.
However, it is the Malay respondents who feel that tuitionis a waste of time and adopt the attitude that "doing brilliantlyin exams is not the only thing in life". They also had the experience of having taken tuition but did not find it helpful nor did they want to be part of the tuition racket.
Parents and students from all the seven states surveyed agree that since the teachers in school are good enough, tuition is not necessary. Also, this opinion does not seem to differ among parents and students from East and West Malaysia. As regards finance,
Kelantan is very marked in its response from both parents and students
(their family cannot afford private tuition), whereas the Federal
Territory respondents do not subscribe to this reason. However,
interestingly, responses from the Federal Territory students are the highest to the statement "tutored by parent/guardian" while the
responses from the students from Kelantan are the lowest. This is supported by the data obtained from the parents.
Again the respondents from Kelantan feel that "doing brilliantly in exams is not the only thing in life" and also "had
tuition but did not find it helpful". However, they felt that it is
not a waste of money. But on the other hand the respondents from
Penang seem to feel that tuition is boring and that it is a waste of
time and money. 111
The highest number of parents who responded"yes" to the option
(36%) "none of my child's friends taketuition" came fromKelantan
in whereas Kuala Lumpur was the lowest (4.8%). However the parents
Kuala Lumpur tutored their child ascompared to a very small number in
Kelantan.
and It can be concluded that irrespective of SES, race
geographical location both pupils and parents seem to concur on the
reasons for not participatingin tuition. CHAPTER V
THE EFFECTS OF PRIVATE TUITION
This chapter provides an insight into the effects oftaking private tuition, firstly, on the students themselves and, secondly, as perceived by their parents. More specifically, the purpose is to examine the effects of taking private tuition on the following dimensions:-
Academic achievement
Teaching/Learning process
Personal/Social/Family Life
Leisure
Health
Both groups of respondents, i.e. students and parents, were asked to indicate their own perceptions and subjective views on the effects of private tuition. Although the effects may be felt by other relevant persons, particularly classroom teachers, we have assumed that it is the students and parents who are the best informants concerning the possible outcomes, specifically the advantages and disadvantages, of taking private tuition. While students were asked how private tuition may have affected them personally, parents were asked to indicate their perceptions of how private tuition, directly or indirectly, have affected their children. In order to make comparisons and obtain as complete a picture as possible, the 113
responses have been tabulated according to the following variables
(a) Race (b) SES (c) Strata (d) EducationalLevel and (e) State.
Student Perspective
5.1 Effects of Private Tuition on Academic Achievement
Since academic achievement is identified as one of the factors which may be strongly influenced by private tuition, students areasked to report their perceptions, feelings, attitudes, beliefs and expecta- tions about it. From the data that is available, it is found that a large number of students who take private tuitionview it positively, certainly as far as increased learning is concerned. Table 5.1 shows that of the total sample, 82.2% say that they know more through private tuition. The percentages are comparable for all ethnic groups, with 84% Malays, 81% Chinese,84% Indians and 75% of those in the "Others" category, indicating that they believe private tuition can help them know more inschool related subjects. Why this is so is very difficult to speculate. One plausible answer is thatMalaysian
students generally view school learning as the acquisition of a
specific volume of knowledge. They also know that the education
system, which clearly is dominated by examinations, both nation-wide
and school-based, tend to reward not problem-solving and decision
making skills but the ability to "master learning". Hence, students
take private tuition for the reason that there is a tremendous amount
to be learnt, and to be learnt well. Although regular classroom
instruction is seen as effective, students generally feel that private
tutors can help them learn better. Thus, from the outset, it is 114
necessary to point out that there is no one answer to the complex questionof why students see the need for supplementary instruction.
worlds", A simple answer could be that they want the"best of both
i.e. what the schools can offer and the unwrittenstatement by private
tutors that, for a fee, they will dotheir best to help the students.
While still confirming the positive outcomes of taking private
tuition, a considerably reduced percentage, i.e.only 68% of the total
sample, say that they attribute their improved performancein class to
private tuition. Several inferences can be drawn from this finding.
It is probable that students feel that they need both classroom
instruction and private tuition in order to perform reasonably well,
especially in nation-wide examinations. For some, it is more a
question of wanting to excel academically, getting straightA's, not
because of any shortcoming of the regular classroom instruction. It
is interesting to note that there are some differences in the way the
different ethnic groups have responded to the question of whether
private tuition has enabled them to perform better in classwork.
While 65% of Malays say that they do better work in class as a result
of taking private tuition, the percentages are 70% of Chinese, 73% of
Indians and only 58% of those in the "Others" category.
Thus far,it is possible to conclude that while students tend
to think that they know more through private tuition, contrary to
expectations, they do not think that their individual academic
performance will automatically improve. The reported results seem to
conform what is intuitively known, i.e. there is very keen competition 115
in the Malaysian classroom and taking privatetuition is seen as a way of ensuring that they emerge as "winners". In a way, this finding refutes the general belief that attendingtuition classes and centres can automatically raise one's level of academic performance. The students continue taking private tuition even though the immediate benefit may not be in the form of improved academic performance in class. They seem to think that in order to perform wellacademically, they have to attend tuition classes, pay attention towhatgoes on in the regular classrooms, study at home and perhaps at the same time hold small group discussions among friends. In other words, they see private tuition as complementary, not necessarily as something which automatically ensures better performance in class. As already pointed out, for a large majority of the students, taking privatetuition is perceived as a crucial determinant ofacademic success. For others, taking private tuition may be simply something "trendy" or may evenbe because their parents insist on it. In fact, these findings have already been confirmed in the earlier chapters of this report. To summarise briefly, the general view of the students is that private tuition helps them to do well in school. The high achievers on the other hand, see private tuition as a means of facilitating whatever learning that is required in order to do extremely well in nation-wide as well as school-based examinations.
Another item in the questionnaire elicits information from the students as to whether as a result of taking private tuition they are able to obtain higher marks in tests and examinations. The data in
Table 5.1 show that only 62% of the total sample think that with 116 private tuition their grades have improved. There are some differences in the way the different ethnic groups have responded to this item. While 57% of the Malays say that their grades have improved, 65%of Chinese, 69% of Indians and 53% of "Others" think that private tuition has contributed significantly to their level of school achievement. These findings confirm earlier indications that for all ethnic groups, private tuition is viewed as being able to account for only a part of the overall academic achievement of the individual.
Another question which has been posed to the students is whether they feel that private tuition has made them aim for higher studies. Interesting to note is that only slightly more than half of the total sample (58%) agree that private tuition has helped them aim for higher studies. Such a finding suggests that a student's expectations of himself, especially as far as his own perception of his ability to pursue higher studies, is not strongly related to private tuition. The students seem to indicate that they take private tuition even though they do not think that their chances of pursuing higher education will be enhanced. Again, there is little differen- tiation among ethnic groups in the way they have responded to this question. To be noted from Table 5.1, while 58% of Malays feel that private tuition has helped them aim for higher studies, the percentages are 59% of Chinese, 60% of Indians and only 50% of those in the "Others" category. There have been wide-spread assumptions among some concerned parents and educators that the time 117
Table 5.1
Effects of Private Tuition on Acadelic Achievelent by Race
Race of Respondent Total Cases
Malay Chinese Indian Others N %
N %N% N % N %
I perform better in classoork
Not Agree 33 2.3 85 3.9 14 3.2 8 3.4 140 3.2 Not Sure 478 32.7 564 25.8 103 23.4 92 38.8 1237 28.6 Agree 953 65.1 1540 70.4 324 73.5 137 57.8 2954 68.2
Total Cases 1464 100.0 2189 100.0 441 100,0 237 100.0 4331 100.0
I thiok Ikilos note nos through private tuition
Not Agree 38 2.6 82 3.8 14 3.2 11 4.7 145 3.4
Not Sure 193 13.3 321 14.8 55 12.7 48 20.6 617 14.4 Agree 1217 84.0 1769 81.4 363 84.0 174 74.7 3523 82.2
Total Cases 1448 100.0 2172 100.0 432 100.0 233 100.0 4285 100.0
I get higher sarks in tests-exalinatious
Not Agree 49 3.4 99 4.5 23 5.2 10 4.2 181 4.2 Not Sure 571 39.3 659 30.1 113 25.6 100 42.4 1443 33.4
Agree 834 57.4 1430 65.4 306 69.2 126 53.4 2696 62.4
Total Cases 1454 100.0 2188 100.0 442 100.0 236 100.0 4320 100.0
Private tuition akes le am o for higher studies
Not Agree 111 7.6 287 13.1 52 11.8 27 11.5 477 11.0
Not Sure 494 33.9 606 27.6 122 27.7 90 38.5 1312 30.3 Agree 852 58.5 1299 59.3 267 60.5 117 50.0 2535 58.6
Total Cases 1457 100.0 2192 100.0 441 100.0 234 100.0 4324 100,0
Since Wilts tuition I hod it hard to couplete sch-vork
Not Agree 1013 69.6 1578 72.1 308 70.0 144 61.3 3043 70.4 Not Sure 300 20.6 357 16.3 75 17.0 56 23.8 788 18.2 Agree 143 9.8 254 11.6 57 13.0 35 14.9 489 11.3
Total Cases 1456 100.0 2189 100.0 440 100.0 235 100.0 4320 100.0 118
involved in taking private tuition leaves the students with very little time to complete school work. The data that is available, as shown in Table 5.1, indicate that this is clearly not the case. Only
11% of the total sample agree that since taking private tuition they find it hard to complete school work. Only about 10% of the Malay students have identified private tuition as the primary cause for not being able to complete school work. Among the other races the percentages are slightly higher with 12% of Chinese,13% of Indians and 15% of "Others" indicating that they find it difficult to complete school assignments and projects.
It is of interest to see how far students' perception on the effects of private tuition vary according to social background. To begin with, it has to be pointed out that there are no clear differences in the way students from different home backgrounds have responded to the items related to academic achievement. Regardless of whether they come from homes in which the fathers hold professional, skilled or semi-skilled jobs, the vast majority of the students say that they know more through private tuition. This suggests that the ability to increase knowledge, especially if it is school related, is seen as one of the positive effects of private tuition. Table 5.2 shows that while 84.9% of those whose fathers hold professional jobs say that they know more through private tuition, the percentages are
92.8% of those in the skilled, 80.9% of the semi-skilled and 83.2% of those in the "Others" category. I
1 119
ITable5.2 IEffectsof Private Tuition on Acadelic Achievesent by SES
ISES of Respondent Total Cases
IProfessional Skilled Sesi-skilled Others N i IN% N % N % N% I perforn better in classvork 3.6 126 3.1 NotAgree 31 3.0 50 4.1 34 2.4 11 1144 28.5 I NotSure 252 24.3 328 26.6 483 33.5 81 26.6 69.7 2749 68.4 Agree 756 72.8 856 69.4 925 64.1 212
304 100.0 4019 100.0 ITotalCases 1039 100.0 1234 100.0 1442 100.0
I thinkI kROV gore sou through private tuition I NotAgree 39 3.8 36 2.9 47 3.3 10 3.4 132 3.3 NotSure 117 11.3 174 14.2 224 15.8 40 13.5 555 14.0 3291 82.7 IAgree 880 84.9 1013 82.8 1151 80.9 247 83.2 Total Cases 1036 100.0 1223 100.0 1422 100.0 297 100.0 3978 100.0
I get higher narks in tests-exilinations NotAgree 48 4.6 57 4.6 47 3.3 12 4.0 164 4.1 NotSure 307 29.6 400 32.3 534 37.2 96 32.3 1337 33.3 Agree 683 65.8 780 63.1 856 59.6 189 63.6 2508 62,6
Total Cases 1038 100.0 1237 100.0 1437 100.0 297 100.0 4009 100.0
Private tuition lakes ne ain for higher studies NotAgree 142 13.7 142 11.5 131 9,1 31 10.3 446 11.1 NotSure 295 28.4 364 29.4 472 32.9 79 26.2 1210 30.2 Agree 601 57.9 732 59.1 832 58.0 191 63,5 2356 58.7
Total Cases 1038 100.0 1238 100.0 1435 100.0 301 100.0 4012 100.0
Since taking tuition Ifind it hard to conplete sch-vork NotAgree 759 73.0 875 70.7 990 69.1 207 69.0 2831 70.6 NotSure 174 16,7 220 17.8 284 19.8 56 18.7 734 18.3 Agree 107 10.3 142 11.5 159 11.1 37 12.3 445 11.1
Total Cases 1040 100.0 1237 100.0 1433 100,0 300 100.0 4010 100.0 120
Students from different social classes do not differ very much in their responses to other items related to academic achievement.
For example, inter-class differences is slight when students are asked whether they perform better in classwork, whether they get higher marks in tests and examinations, whether they aim for higher studies or whether they find it difficult to complete school work.
It is expected that there will be some differences in the way urban and rural respondents answer questions related to the effects of private tuition on academic achievement. Table 5.3 confirms that this is the case. For example, while 69.5% of urban students say that as a result of taking private tuition they are able to perform better in classwork, only 60.1% of rural respondents answer in the same manner.
While 82.8% of urban respondents say that they know more through private tuition, the percentage is only 87.6% for rural respondents.
It is clear that a student from an urban area tends toview private tuition more positively than does his rural counterpart. This is to be expected because in the urban areas, not only is there a greater number of qualified tutors but also the fact that the parents are more able to pay for quality "tutoring". Perhaps at this point it is necessary to say that in urban Malaysia private tuition has become a preoccupation. Stories of success attribute to private tuition are plentiful and parents, particularly those in the urban areas, are more than willing to listen to these stories. 121
Table 5.3
Effects of Private Tuition on Acadelic Achievelent by Strata
Strata of Respondent Total Cases
Urban Rural N % NS NS
I perform better in classwork Not Agree 127 3.4 13 2.3 140 3.2 Not Sure 1019 27.1 211 37.6 1230 28.5 Agree 2613 69.5 337 60.1 2950 68.3
Total Cases 3759 100.0 561 100.0 4320 100.0
I think I know ore now through private tuition I Not Agree 127 3.4 17 3.1 144 3.4 Not Sure 513 13.8 100.0 18.2 613 14.3 IAgree 3086 82.8 431 78.6 3517 82.3 Total Cases 3726 100.0 548 100.0 4274 100.0
I get higher marks in tests-examinations Not Agree 164 4.4 17 3.0 181 4,2 Not Sure 1212 32.3 224 40.1 1436 33.3 Agree 2375 63.3 317 56.8 2692 62.5
Total Cases 3751 100.0 558 100.0 4309 100.0
Private tuition sakes me aim for higher studies Not Agree 435 11.6 41 7.3 476 11.0 Not Sure 1120 29.8 187 33.5 1307 30.3 Agree 2199 58.6 331 59.2 2530 58.7
Total Cases 3754 100.0 559 100.0 4313 100.0
Since taking tuition I find it hard to complete sch-work Not Agree 2679 71.4 354 63.3 3033 70.4 Not Sure 644 17.2 143 25.6 787 18.3 Agree 427 11,4 62 11.1 489 11.3
Total Cases 3750 100.0 559 100.0 4309 100.0 122
It would be a matter of surprise if the responses of students from the different states included in the study are to differ. As expected, state differences are minimal.
5.2 Effects of Private Tuition on Teaching-Learning Process
A series of items generally identified as measuring the effects of private tuition on the teaching-learning process have been included in the questionnaire. When students are asked whether they get more confused as a result of taking private tuition, an exceedingly small number agree that they get more confused. In fact, Table 5.4 shows that only 3% of the respondents say that private tuition has made them get more confused. While the vast majority (82%) disagreed, the rest,
(15%) were unsure as to whether they get more confused. It is clear that getting more confused is not to any extent related to taking private tuition. When looking at the sub-samples, we find that there is very little difference in the manner in which the various ethnic groups have responded. While only about 3% of the Malays have said that they get more confused, the percentages are equally low for the other races, with 3% of Chinese, 4% of Indians and 5% of "Others" associating private tuition with getting more confused.
It is expected that because of private tuition, students will pay less attention in school, especially in the subjects they take tuition in. Again the data, as shown in Table 5.4 indicate that this is not the case. Of the total sample, only 3% think thatas a result of takingprivate tuition, they are not likely to pay attention in 123
Table 5.4
Effects of Private Tuition on Teaching/Learning Process by Race
Race of Respondent Total Cases
Malay Chinese Indian Others N %
N % N % N % N %
I get ore confused 81.6 Not Agree 1172 80.7 1804 82.5 365 83.3 180 75.9 3521 648 15.0 Not Sure 240 16.5 306 14.0 57 13.0 45 19.0 12 5.1 145 3.4 Agree 41 2.8 76 3.5 16 3.7
100.0 4314 100.0 Total Cases 1453 100.0 2186 100.0 438 100.0 237
I pay less attention in school in sobjects I take tuition in 89.6 Not Agree 1305 89.7 1981 90.5 390 88.0 197 83.8 3873 7.2 Not Sure 111 7.6 138 6.3 31 7.0 31 13.2 311 Agree 39 2.7 71 3.2 22 5.0 7 3.0 139 3.2
4323 100.0 Total Cases 1455 100.0 2190 100.0 443 100.0 235 100.0
I learn all fron tutors so I tend to be bored in school Not Agree 1192 82.0 1820 83.0 378 85.7 186 79.1 3576 82.7 Not Sure 200 13.8 255 11.6 41 9.3 34 14.5 530 12.3 Agree 62 4.3 117 5.3 22 5.0 15 6.4 216 5,0
Total Cases 1454 100.0 2192 100.0 441 100.0 235 100.0 4322 100.0
I tend to absent lyself fron school Not Agree 1396 95,7 2120 96.6 423 95.7 218 92.8 4157 96.0 Not Sure 45 3,1 41 1.9 10 2.3 13 5.5 109 2.5 Agree 17 1,2 33 1.5 9 2.0 4 1.7 63 1.5
Total Cases 1458 100.0 2194 100.0 442 100.0 235 100.0 4329 100.0 124
school. The vast majority (90%) do not think that private tuition means that they are lessable to pay attention to what goes on in the classroom. This finding reflects well of the regularschool teachers.
Although students may be enrolled in tuition classes, they still devote time to what is expected of them inschool. The students know that they are likely to learn just as much, if not morefrom their own teachers. The differences between ethnic groups on the effects of private tuition on teaching/learning process arehardly noticeable.
Do students get bored in school because they have already learned all from their tutors outside of school hours? The data in
Table 5.4 show that even with private tuition, the vast majority of the student (83%) have disagreed with the statement that they get bored because the private tutors have covered the syllabus or gone over each topic very thoroughly. Only 5% of the total sample have answered in the affirmative. Students from all ethnic groups express the belief that they can and will learn what is taught in school without getting bored. Again, this finding speaks well of regular classroom teachers.
Students do not perceive private tuition as being the cause of absenteeism. An overwhelming majority (96%) do not agree that they tend to absent themselves. At this point it is not clear whether the
low rate of absenteeism is in any way related to the ability of
students to cope with private tuition because in the context of the
Malaysian education system, it is highly likely that students do not 125 generally absent themselves. The primary reason is that schools are very strict about daily attendance.
The analysis, thus far, clearly indicates that as far as the effects on teaching-learning process are concerned, students view
private tuition very positively. Stated in another way, students seem to benefit from what goes on in the classroom, despite spending a
great deal of time in tuition classes.
When students' responses on items related to the
teaching/learning process are examined across SES groups, it is found
that there are no great variations between the groups. It is observed
that regional and state differences are also minimal.
5.3 Effects of Private Tuition on Personal/Social/Family Life
Three items have been included in the questionnaire to identify the
effects of private tuition on the personal/social/family life of the
students. When the students are asked whether they spend less time
with friends, only 11.2% of the total sample agree that social life is
somewhat affected by private tuition (Table 5.5). The vast majority
of the students (74.9%) disagree with the statement that private
tuition has adversely affected their ability to interact and
socialize. Thus, contrary to popular assumption, students who take
private tuition seem to be well-adjusted individualswho show
appropriate and desirable patterns of social behaviour. 126
Table 5.5
Effects of Private Tuition on Personal-Social-Favily by Race
Race of Respondent Total Cases
Malay Chinese Indian Others N %
N% N% N% N %
I spend less tile pith y friends I Not Agree 1047 71.7 1708 77.8 338 76.6 152 64.4 3245 74.9 Not Sure 258 17.7 247 11.3 46 10.4 51 21.6 602 13.9 156 10.7 239 10.9 57 12.9 33 14.0 485 11.2 IAgree Total Cases 1461 100.0 2194 100.0 441 100.0 236 100.0 4332 100.0
II spend less tine with the fasily Not Agree 1168 79.9 1866 84.9 373 84.8 190 80.5 3597 83.0 Not Sure 187 12.8 168 7.6 37 8.4 27 11.4 419 9.7 I Agree 107 7.3 164 7.5 30 6.8 19 8.1 320 7.4
Total Cases 1462 100.0 2198 100.0 440 100.0 236 100.0 4336 100.0
1 I have lade ore friends at tuition Not Agree 171 11.7 345 15.7 71 16.3 27 11.5 614 14.2 I Not Sure 188 12.9 285 13.0 41 9.4 41 17.4 555 12.8 Agree 1098 75.4 1563 71.3 324 74.3 167 71.1 3152 72.9
436 235 4321 100.0 1 Total Cases 1457 100.0 2195 100.0 100.0 100.0
1 127
Although there are no clear differences in the way the different ethnic groups have responded to this question, a slightly
insist higher percentage (14%) of those in the "Others" category,
with that with private tuition they are less likely to spend time
less able to friends. Of Malay students only 10.7% say that they are maintain contact with friends. The percentages are 10.9% of Chinese and 12.9% of Indian respondents.
Another item associated with personal, social andfamily life which has been included in the questionnairerelates to whether with private tuition students spend less time with their families. A
significant finding of this study, as shown in Table5.5, is that an overwhelmingmajority of the students (83%) feel that evenwith
private tuition, they still have time to spend with their families.
Again, there is not much variance in the way the different ethnic
groups have responded to this item. While 79.9% ofMalay students
disagree with the statement that one of the outcomes of private
tuition is having less time with the family, the percentages are84.9%
of Chinese, 84.8% of Indian and 80.5% of those in the "Others"
category.
Table 5.5 also shows that when the students are asked whether
they make more friends at tuition classes and centres, a large
percentage (72.9%) say that the private tuition setting enables them
to make new friends. This finding also confirms what is intuitively
known. Students generally like the idea of making new friends,
especially those from other schools. Apparently, private tuition 128 provides them with this opportunity. There are only small variations in the way the different ethnic groups have responded to this item.
From students' responses to the combination of personal, social and family life items included in the questionnaire, it is possible to conclude that private tuition has no negative effects. Students generally report that they have adequate time to spend with family and friends. In fact, they see tuition classes and centres as places to make friends.
5.4 Effects of Private Tuition on Health
Since the focus of this section is on the effects of private tuition, items related to health have been included. An examination of students' responses, as shown in Table 5.6, suggests that to some extent, private tuition has negative effects on health. Students seem to associate private tuition with tiredness and inability to have sufficient rest. For example, when asked whether they have the tendency to feel tired, only about half of the students have disagreed
(51.5%). Quite a substantial proportion of the total sample (22.7%) tend to agree that they feel tired.
In addition to the above item, students were asked whether they get enough sleep and rest. Table 5.6 shows that only 62.3% of the total sample have disagreed. Again, it is observed that quite a significant proportion (18.4%) agree that they do not get enough sleep 129
Table 5.6
Effects of Private Tuition on Health by Race
Race of Respondent Total Cases
Malay Chinese Indian Others N 11
N 11 N % N S NS
I always feel tired
Not Agree 658 45.0 1225 55.8 221 50.3 110 46.6 2214 51.1
Not Sure 474 32.4 482 22.0 114 26.0 65 27.5 1135 26.2
Agree 329 22,5 488 22.2 104 23.7 61 25.8 982 22.7
Total Cases 1461 100.0 2195 100.0 439 100.0 236 100.0 4331 100.0
I do not get enough sleep-rest
Not Agree 838 57.4 1438 65.6 293 66.6 127 54.0 2696 62.3
Not Sure 356 24.4 359 16.4 68 15.5 55 23.4 838 19.4
Agree 267 18.3 396 18.1 79 18.0 53 22.6 795 18.4
Total Cases 1461 100.0 2193 100.0 440 100.0 235 100.0 4329 100.0
I have to rush through uy leals
Not Agree 999 68.4 1599 72.8 344 78.2 148 62,7 3090 71.3 Not Sure 220 15.1 254 11.6 40 9.1 48 20.3 562 13.0 Agree 241 16.5 343 15.6 56 12.7 40 16.9 680 15,7
Total Cases 1460 100.0 2196 100.0 440 100.0 236 100.0 4332 100,0 130
and rest. Stated briefly, private tuition is perceived asdetrimental to the health of the students.
However, it is interesting to note that studentsdo not think
meals. that with private tuition, they have to rush through their
Although they may take private tuition, theythink there is still ample time to sit down and enjoy a good meal. A majority of the students (71.3%) disagree with the statement that they have to rush through their meals. Of Malay students the percentage which disagrees
is 68.4%, of Chinese students it is 72.8%, of Indianstudents, it is
78.2% and of "Others", it is 62.7%.
5.5 Effect of Private Tuition on Leisure
Examination of items that compose the leisure variables reveals that
although generally students do not think that private tuitionhas a
negative influence on their ability to participate in leisure
activities, they tend to agree that they are less likely tospend time
on leisure activities. For example, as shown in Table 5.7, when asked
whether they spend less time for supplementary reading, only 62.6% of
the total sample disagree. Quite a significant proportion (15.8%)
agree that with the limited time that they have on their hands, they
do litle reading of materials outside of their school texts.
Quite a significant proportion of the students seem to indicate
that with private tuition they have less time for sports and extra-
curricular activities. In fact, as shown in Table 5.7, 19.1% of the _131
Table 5.7
Effects of Private Tuition on leisure by Race
Race of Respondent Total Cases
Malay Chinese Indian Others N %
N % N % N % N %
I have less tile for supplenentary reading NotAgree 909 62.1 1353 61.7 274 62.1 136 57.6 2672 61.1 NotSure 360 24.6 459 20,9 100 22.7 60 25.4 979 22.6 Agree 195 13.3 382 17.4 67 15.2 40 16.9 684 15.8
Total Cases 1464 100.0 2194 100.0 441 100.0 236 100.0 4335 100.0
I have less tine for sports and extra curricular activities NotAgree 858 58.8 1397 63.7 256 58.2 135 57.4 2646 61.1 NotSure 360 24.7 366 16.7 79 18.0 53 22.6 858 19.8 Agree 242 16.6 431 19.6 105 23.9 47 20.0 825 19.1
Total Cases 1460 100.0 2194 100.0 440 100.0 235 100.0 4329 100.0
I cannot attend classes - Art, Music, Etc.- previously attended NotAgree 1010 69.6 1539 70.7 320 73.2 151 64.8 3020 70.3 NotSure 222 15.3 290 13.3 38 8.7 45 19.3 595 13.8 Agree 219 15.1 348 16.0 79 18.1 37 15.9 683 15.9
Total Cases 1451 100.0 2177 100.0 437 100.0 233 100.0 4298 100.0
I have less tine for radio and TV programes NotAgree 945 64.8 1632 74.2 294 66.7 155 66.0 3026 69.9 NotSure 282 19.3 259 11.8 69 15.6 43 18.3 653 15.1 Agree 231 15.8 307 14.0 78 17.7 37 15.7 653 15.1
Total Cases 1458 100.02198 100.0 441 100,0 235 100,0 4332 100.0
Tuition leaves me less-no tine for extra reading, hobbies NotAgree 1017 69,7 1671 76.1 311 71.2 151 64.3 3150 72.8 NotSure 285 19.5 277 12.6 61 14.0 54 23.0 677 15.6 Agree 157 10.8 249 11.3 65 14.9 30 12.8 501 11.6
Total Cases 1459 100.0 2197 100.0 437 100.0 235 100.0 4328 100.0 132
less time to total sample agree with the statementthat they have Though still participate in sports and extra-curricularactivities. disagreed with in the majority, only 61.1% ofthe total sample have the statement that with privatetuition they have less time for sports and extra-curricular activities.
who Earlier findings in this report have shown that students take private tuition arepressed for time. In order to confirm this, students are asked whether theyfind they have limited time to attend classes for non-examination subjectssuch as art and music. Although
of still not in the majority, quite a significant proportion
by respondents (15.9%) say that due to the time constraints imposed private tuition, they are no longer able to continue with art and music classes previously attended. This seemingly low figure of those
who admit that they have less time for artand music classes should be
interpreted with caution. Since quite a large proportion of students
are unsure (13.8%), we can conclude that there is a tendency among
students who take private tuition to limit onleisure activites.
Another item relatd to leisure and extra-curricular activities
which have been included in the questionnaire asks the students
whether they have less time for radio and television programmes. As
we know, T.V. addiction, inparticular, is a real-life problem in many
Malaysian homes. Yet, though not entirely surprising, quite a
significant proportion of the respondents claim that they have less
time for radio and television programmes (15.1%). If the percentage
of students who are unsure is included, the proportion ofstudents who 133
believe that because of private tuition they have less time for radio
and television programmes will be higher. Although it is not possible
to say that private tuition has a negative influence on the lives of
students, the finding that they have limited time on their hands,
should be a cause of major concern.
The last item relates to the question of whether private
tuition leaves the students with little or no time for extra reading and other hobbies. Since 72.8% of the total sample assert that despite
private tuition, they are not prevented from pursuing their own
hobbies or undertake extra reading, it is not possible to generalise
and say that private tuition has negative effects on students. At the
same time, one should not dismiss the percentage (11.6%) of
respondents who say that they lack the time to do extra reading or develop their own hobbies. Especially if we are to include the proportion of students who are unsure (15.6%), the problem is bigger than what it appears to be.
Looking at the way the students have responded to items related to leisure, one is tempted to conclude that there are some adverse effects of private tuition. It appears that there is some basis for the fears expressed by parents and teachers alike, and also confirmed by earlier findings in this report, that private tuition takes up a great deal of a student's time, to the extent that his leisure and out-of-school activities are curtailed. Though not in the majority, quite a significant proportion of the students indicate that because 134
of private tuition, they are less likely to be committed to useful and
relaxing leisure activities.
5.6 Effects of Private Tuition as Perceived by Students at Three Different Achievement Levels
The students involved in this study are from three different
educational levels. They have been randomly selected fromthose at
the (a) SRP (b) SPM and (c) STPM levels. In each of the three sub-
samples, as shown in Table 5.8, 5.9 and 5.10, the students are further
categorized into (a) high (b) medium (c) low achieving groups. When
students' responses on items relating to academic achievement are
examined with each sub-sample, it is found that variance between
different achieving groups is very small. In other words, high,
medium and low achievers, tend to view private tuition positively, at
least as far as knowing more of the subject matter is concerned. For
example, Table 5.8 shows that while 82.5% of the total SRP group say
that they think they know more through private tuition, the
percentages are 86.9% of the high, 84.6% of the medium and 73.6% of
the low achievers.
When the SPM group is examined separately, it is again found
that a large proportion of the students, regardless of their level of achievement, believe that they know more through private tuition.
Table 5.9 shows that while 86% of the total SPM sample express the believe that they are able to grasp and master school-related subjects as a result of private tuition, the percentages are 88.1% of high, 88% of medium and 82.5% of low achievers. 1 35
Table 5.8
Effects of Private Tuition on Acadelic Achievelent by SRP
SRP Achievelent
High Media Low Total Cases
N t N t N t N
I perforv better in classwork NotAgree 39 3.4 61 4.2 22 2.4 122 3.5 NotSure 233 20.5 397 27.6 360 39,0 990 28.3 Agree 862 76.0 979 68.1 541 58.6 2382 68.2
Total Cases 1134 100.0 1437 100.0 923 100.0 3494 100,0
I think I know more nov through private tuition NotAgree 38 3.4 49 3.4 24 2.7 111 3.2 NotSure 110 9.8 171 12. 214 23.7 495 14.3 Agree 980 86.9 1208 84.6 665 73.6 2853 82.5
Total Cases 1128 100.0 1428 100:,. 903 100.0 3459 100.0
I get higher arks in tests-exalinations NotAgree 44 3.9 63 4.4 43 4,7 150 4.3 NotSure 277 24.5 479 33.4 404 43.9 1160 33.3 Agree 811 71,6 892 62.2 474 51.5 2177 62.4
Total Cases 1132 100.0 1434 100.0 921 100.0 3487 100.0
Private tuition akes le ail for higher studies NotAgree 154 13.6 155 10.8 71 7.7 380 10.9 NotSure 292 25.8 422 29.3 351 38.1 1065 30.5 Agree 685 60.6 862 59.9 500 54.2 2047 58.6
Total Cases 1131 100.0 1439 100.0 922 100.0 3492 100.0
Since taking tuition I find it hard to covplete sch-work NotAgree 868 76.6 989 68.9 578 62.8 2435 69.8 NotSure 153 13.5 267 18.6 219 23.8 639 18.3 Agree 112 9.9 179 12.5 123 13.4 414 11.9
Total Cases 1133 100.0 1435 100.0 920 100.0 3489 100.0 '136
Table 5.9
Effects of Private Tuition on Acadelic Achievelent by SPM
SPM Achievelent
Nigh Media Low Total Cases
N % N % N % N %
I perfori better in classvork
Not Agree 19 3.9 25 4.2 31 4.9 75 4.3 Not Sure 93 19.2 181 30.1 234 36.6 508 29.4 Agree 372 76.9 396 65.8 374 58.5 1142 66.2
Total Cases 484 100.0 602 100.0 639 100.0 1725 100.0
I thinkI know lore now through private tuition
Not Agree 15 3.1 21 3.5 21 3.3 57 3.3
Not Sure 43 8.8 51 8.5 91 14.2 185 10.7 Agree 429 88.1 529 88.0 529 82.5 1487 86.0
Total Cases 487 100.0 601 100.0 641 100.0 1729 100.0
I get higher 'larksin tests-exalinatioas
Not Agree 19 3.9 17 2.5 36 5.6 72 4.2
Not Sure 122 25.1 212 35.3 251 39.3 585 33.9 Agree 345 71.0 371 61.8 352 55.1 1068 61.9
Total Cases 487 100.0 600 100.0 639 100.0 1725 100.0
Private tuition sakes se ail for higher studies
Not Agree 78 16,0 78 13.0 73 11.4 229 13.3 Not Sure 136 27.9 166 27.6 202 31.7 504 29.2 Agree 274 56.1 358 59.5 363 56.9 995 57.6
Total Cases 488 100.0 602 100.0 638 100.0 1728 100.0
Since taking tuition I find it hard to colplete sch-work
Not Agree 390 79.8 436 72.3 412 64.4 1238 71.5
Not Sure 53 10.8 106 17.6 142 22.2 301 17.4
Agree 46 9.4 61 10.1 86 13.4 193 11.1
Total Cases 489 100.0 603 100.0 604 100.0 1732 100.0 137
Table 5.10
Effects of Private Tuition on Acadellic Achievelient by STPM
STPM Achievelent
High Media low
N t N t N S
I perfort better in classwork Not Agree 4 2.4 8 7.8 4 6,7 16 4.8 Not Sure 31 18.7 32 31,4 19 31.7 82 25.5 Agree 131 78,9 62 60.8 37 61.7 230 69.7
Total Cases 166 100.0 102 100.0 60 100.0 228 100.0
I thinkI know 'ore now through private tuition Not Agree 2 1,2 6 5,9 1 1.7 9 2.7 Not Sure 13 7.7 3 2.9 2 3.4 18 6,0 Agree 153 91.1 93 91,2 56 94.9 302 91.2
Total Cases 168 100.0 102 100.0 59 100.0 329 100.0
I get higher arks in tests-exasinations Not Agree 7 4.2 7 6.9 5 8.3 19 5.7 Not Sure 37 22.2 35 34.3 26 43.3 98 29.9 Agree 123 73.7 60 58.8 29 48.3 212 64.4
Total Cases 167 100.0 102 100.0 60 100.0 329 100.0
Private tuition sakes se ail for higher studies Not Agree 22 13.1 15 14.7 10 16.9 47 14,5 Not Sure 36 21.4 29 28.4 15 25.4 80 24.5 Agree 110 65.5 58 56.9 34 57.6 202 61.0
Total Cases 168 100.0 102 100.0 59 100.0 329 100.0
Since taking tuition I find it hard to cosplete sch-work Not Agree 129 77.2 73 72.3 43 71.7 245 74.5 Not Sure 27 16.2 17 16.8 6 10.0 50 15.5 Agree 11 6,6 11 10.9 11 18.3 33 10.0
Total Cases 167 100.0 101 100.0 60 100.0 329 100.0 138
The data that is available show that of thethree sub-samples,
tuition the STPM students are even more likely to view private
positively. In fact, as shown in Table 5.10, when asked whether they
think they know more through private tuition,91.2% of the total STPM
sample agree that private tuition makes adifference in their ability
of to improve on their learning. As expected, a large proportion
with high, mediumand low STPM achievers associate private tuition
increased learning.
At this point it is necessary to mention thatthe incidence of
taking private tuition is very much higher among studentsat the SRP
and SPM levels compared to those from the STPM levels. We can deduce
that at the lower two levels, the examinations put a great deal of
emphasis on mastery of content, whereas at theSTPM levels, students
are examined for their maturity of thought, ability to think
critically and analytically.
It is interesting to try to seek answers as to why even medium
and low achieving students continue with private tuition. It is
possible to speculate and say that private tutors do not write-off any
student as academic failure, however low his level of achievement may
be. They rarely voice to their students the academic expectations
that they hold for them. For the most part, teachers in school tend
to communicate to the weaker students, directly or indirectly, that
they do not expect high performance from them. When teacher 1
expectations are low,it is not surprising if students' performance
will be low. It is possible that it is this sense of futility which 139
tuition has led many low achieving students to viewprivate positively.
private All in all, it can be said that students who take tuition view it as something good but mainly in the sense that it provides themwith the opportunity to learn more and thus improve
they their overall academic achievement, or at leastin the subjects take tuition in, for example, BahasaMalaysia, English, Mathematics or
Science.
5.7 Parental Perspective
on The primary purpose in this section is to examineparental views
the effects of private tuition. The intention to find out whether the views of parents are similar to those of students,have prompted the
researchers to send out questionnaires to a randomsample of parents.
As far as possible, in both questionnaires, the itemsrelated to the
effects of private tuition, are matched. Thus,it is possible to
analyze parental data according to the same dimensions as that of
students.
The dimensions are:
Academic achievement
Teaching/Learning process
Personal/Social/Family life
Health
Leisure 140
There have been widespread assumptions, among parents in particular, that in order to improve on academic performance, students need to supplement classroom instruction with private tuition.
Parents generally believe that given the large number of students in a
class, it is not likely that their children can learn at a high level.
Again, becauseof the large classes, parents tend to believe that teachers are not able to meet the individual needs of their children.
An analysis of parental responses to the items related to the effects of private tuition on the academic achievement of their children seems to confirm these assumptions. For the most part, parents regard private tuition as having a positive influence on the academic achievement of their children. For example, as shown in
Table 5.11, when parents are asked whether they think their children
know more through private tuition, a large proportion of the total
sample (71.9%) indicate that they believe there is increased learning.
At this point it is necessary to point out that parental responses on
this item vary somewhat from the responses of the students themselves.
An even larger percentage of the total sample of students (82.2%)
compared to parents (71.9%) associate private tuition with the ability
to learn more.
Though not a great deal, there is some variance in the way the
different ethnic groups have responded to this item. Table 5.12 shows
that more of the Malay parents, compared to those from other ethnic
groups, seem to think that private tuition enables their children to I
1 141
Table 5.11 1
Effects of Private Tuition on Acadelic Achievelent by Race
Race of Respondent Total Cases
Malay Chinese Indian Others N %
N % N % N % N%
My child perform better is classwork 1.0 69 2.0 Disagree 9 0.8 51 2.8 7 2.3 2 Not Sure 266 25.0 341 18.8 55 18.1 69 33.0 731 21.5 76,4 Agree 787 74.1 1426 78.4 242 79.6 138 66.0 2593
Total Cases 1062 100.0 1818 100.0 304 100.0 209 100.0 3393 100.0
My child thinks he hays sore now through private tuition Disagree 48 4.5 257 14.11 52 17.2 32 15.3 389 11.5 Not Sure 136 12.9 327 18.0 54 17.8 47 22.5 564 16.6 Agree 873 82.6 1235 67.9 197 65.0 130 62.2 2435 71.9
Total Cases 1057 100.0 1819 100,0 303 100.0 209 100,0 3388 100.0
My child gets higher 'arks in tests-exalinations Disagree 30 2.8 86 4.7 11 3.6 6 2.9 133 3.9 Not Sure 353 33.2 409 22.5 64 21.1 83 39.9 909 26.8 Agree 679 63.9 1323 72.8 228 75.2 119 57.2 2349 69.3
Total Cases 1062 100.0 1818 100.0 303 100.0 208 100.0 3391 100.0
Private tuition eakes ny child ¡ins for higher stsdies Disagree 63 5.9 236 13.0 31 10,3 19 9.2 349 10.3 Not Sure 279 26.3 359 19.8 69 22.9 65 31.4 772 22.8 Agree 718 67.7 1219 67.2 201 66,8 123 59.4 2261 66.9
Total Cases 1060 100.0 1814 100.0 301 100,0 207 100.0 3382 100.0
Since taking tuition uy child finds it hard to cooplete sch-vork Disagree 750 71.2 1383 76.4 233 77.2 144 69.6 2510 74.4 Not Sure 241 22.9 273 15.1 39 12.9 39 18.8 592 17.5 Agree 63 6.0 155 8.6 30 9.9 24 11.6 272 8.1
Total Cases 1054 100.0 1811 100.0 302 100.0 207 100.0 3374 100.0 142
enhance learning. While of Chinese parents, the percentage is 67.9%, of Indian parents it is 65% and of "Others" 62.2%.
There are certain similarities and differences in the way both parents and students, regardless of race, strata, state and socio- economic background respond to other items related to academic achievement. It appears that similar to their children, parents believe that there are benefits of taking private tuition other than that of improving school marks. In other words, whether children improve on their school marks is not the primary reason for takingand continuing with private tuition. When asked to answer the question of whether with private tuition, their children are able to perform better in classwork, 76.4% of the total sample agree that private tuition has helped their children improve on classroom-based academic performance. Although the percentage of parents who think that private tuition helps their children maintain higher academic levels is high, it is also evident that quite a significant proportion of the total sample do not think that the ability to perform well in class is the primary reason for taking tuition. It is possible that like their children, parents associate private tuition more with the ability to do well in nation-wide examinations and less with improved performance in class. Again, inter-ethnic variance is very slight. What is more interesting, however, is the finding that compared to their children, more parents associate private tuition with better classroom performance. As stated earlier, thepercentage of students who believe that private tuition has helped them to performbetter in class is only 68.2%, the percentage among parents is 76.4%. 143
The responses of both parents and students, only 62.4% and
69.3% respectively, indicate that private tuition canhelp them or
Why there their chidren get higher marks in tests andexaminations.
manner is open to is a tendency to view private tuition in this
tuition speculation. It is possible to reiterate again thatprivate
that it will is seen as necessary, even though itdoes not mean
to produce results. Even students who would probably never be able
able to score well in examinations, see private tutors as being reinforce the teaching which goes on in the regularclassrooms, thus giving them a slightly better chance of improvir;their marks in tests and examinations.
There seems to be substantial differencesin the way parents and students have responded to the question ofwhether private tuition makes them or their children aim for higher studies. A somewhat lower proportion of students (58.6%) compared to parents(66.9%) think that private tuition motivates them to achieve higher to the extent that they aim for higher studies. Why parents are more hopeful and more
inclined to think that private tuition can make an impact on their children's perception of their own academic ability, is not difficult to understand. Students, on the other hand, may be more realistic and realise that taking private tuition does not necessarily mean being able to go for higher studies.
Differences in parental views concerning the effects of private
tuition on academic achievement between regions and between socio-
economic groups are only minimal. Although there may be a higher 144
incidence of taking private tuition from among students in the more developed states of Selangor, Federal Territory and Penang, compared
to the less developed states of Kelantan, Sabah, Sarawak and possibly
Johor too, the data shows that there are no clear regional differences
in parental perceptions on the effects of private tuition.
When asked to respond to items related to the teaching/learning process, there is a tendency among parents to viewprivate tuition even more positively. For example, as shown in Table 5.12, 90% of the parents disagree with the statement that their children pay less attention in school, at least in the subjects they take tuition.
Another significant finding of this study is that 96.1% of the parents disagree with the statement that their children tend to absent themselves from school simply because they are enrolled in tuition classes. By itself this finding throws light on how parents and students view the role of the classroom teachers. It is obvious that
in their view, private tutors cannot take the place of the regular classroom teachers. Our knowledge of the education system in Malaysia also tells us that absenting oneself from school is not a simple matter. Even if a student is absent due to illness, he needs to bring a letter from home. To state simply, taking private tuition does not
induce absenteeism.
A large proportion of the parents (82.3%) disagree with the statement that because their children have grasped the subject-matter, they are likely to be bored in school. Again, this finding reflects well on the teachers in school. Both students and parents view the 145
Table 5,12
Effects of Private Tuition on Teaching/learning by Race
Race of Respondent Total Cases
Malay Chinese Indian Others N %
N % N % N % N %
My child gets sore confused 79.5 165 78.9 2759 81.5 Disagree 820 77.4 1534 84.5 240 17.2 519 15.3 hot Sure 214 20.2 223 12.3 46 15.2 36 8 3.8 108 3,2 Agree 26 2.5 58 3.2 16 5.3
3386 100.0 Total Cases 1060 100.0 1815 100.0 302 100,0 209 100.0
My child pays less attention in school in subjects he takes tuition 184 88.9 3048 90.0 Disagree 997 93.9 1611 88.7 256 84.5 7.7 247 7,3 Not Sure 46 4.6 148 8.1 37 12.2 16 93 2.7 Agree 19 1,8 57 3.1 10 3.3 7 3.4
Total Cases 1062 100.0 1816 100.0 303 100.0 207 100.0 3388 100.0
My child learns all from tutors - he tends to be bored in school 81.8 2786 82.3 Disagree 842 79.5 1510 83.3 263 86,8 171 Not Sure 190 17.9 220 12.1 29 9.6 31 14.8 470 13.9 Agree 27 2.5 83 4.6 11 3.6 7 3.3 128 3.8
Total Cases 1059 100.0 1813 100.0 303 100,0 209 100.0 3384 100.0
Ny child tends to absent himself troll school Disagree 1015 95.7 1757 96.6 286 95.0 199 95.2 3257 96.1 Not Sure 31 2.9 32 1.8 11 3.7 8 3.8 82 2.4 Agree 15 1.4 30 1.6 4 1.3 2 1.0 51 1.5
Total Cases 1061 100.0 1819 100.0 301 100.0 209 100.0 3390 100.0 146
role of private tutors as only that of providing extra instruction, not a relacement or an alternative. Parental responses on these items do not vary considerably, not only between ethnic,but also between social classes and regions.
Although it may appearto be an oversimplification, we can say that generally speaking parents do not think that private tuition adversely affects the personal/social and family life of their children. Parents have consistently asserted that private tuition does not put pressure on their children to the extent that they are unable to spend time with friend or family members. Table 5.13 shows that out of the total sample of parents, 70.8% have expressed the belief that private tuition does not limit the time that their children can spend with friends. Again, this shows that there is very
little differentiation between students' and parental views on the effects of private tuition. As earlier mentioned, when students are asked to respond to the same item, 74.9% have disagreed with the statement that taking private tuition means they have limited time to spend with friends.
Another interesting finding, which again reflects the positive effects of of private tuition, is that regardless of ethnic, social class or regional differences, a large proportion of the total sample of parents (84.1%) have disagreed with the statement that private
tuition means that their children have less time with the family. 147
Table 5.13
Effects of Private Tuition on Personal-Social-Falily byPace
Race of Respondent Total Cases
Malay Chinese Indian Others N %
N % N % N % N %
My child spends less time with his friends 62.7 128 61.2 2402 70.8 Disagree 757 71.2 1327 73.0 190 16.2 Not Sure 220 20.7 242 13.3 48 15.8 41 19.6 551 21.5 40 19.1 439 12.9 Agree 86 8.1 248 13.6 65
3392 100.0 Total Cases 1063 100.0 1817 100.0 303 100.0 209 100.0
My child spends less time with the Wily 2854 84.1 Disagree 884 83.2 1550 85.2 253 83.5 167 79.9 Not Sure 96 9.0 80 4.4 19 6.3 17 8.1 212 6.2 329 9.7 Agree 83 7.8 190 10.4 31 10.2 25 12.0
Total Cases 1063 100.0 1820 100.0 303 100.0 209 100.0 3395 100.0
My child have lade more friends Disagree 136 12.8 366 20.1 71 23.5 44 21.3 617 18.2 Not Sure 203 19,2 395 21.7 69 22.8 48 23.2 715 21.1 60.7 Agree 720 68.0 1057 58.1 162 53.6 115 55.6 2054
Total Cases 1059 100.0 1818 100.0 302 100.0 207 100.0 3386 100.0 148
When parents are asked to respond to items related to leisure activities, only a small proportion of them think that taking private tuition exerts such pressure on their children tothe extent that leisure activities have to be curtailed. Table 5.14 shows that 61.3% disagree that their children have less time for supplementary reading.
When asked whether their children have less time for extra curricular activities, 65.1% disagreed.
The data also indicate that there is no substantial difference
in the way parents and their children view private tuition as it relates to health. Both groups of respondents seem to associate private tuition with a sense of feeling tired and not getting enough sleep or rest. While 57.8% of the parents have disagreed with the statement that their children feel tired, the percentage of students who disagree is 51.1%. This seems to be a salient dimension of students' and parental views on the effects of private tution. Both parents and students believe that private tuition has a somewhat negative effect on health.
Summary and Conclusions
To some extent the manner in which students and parents have responded to the items related to the effects of private tuition can serve as a useful guide in the attempt to understand the high incidence of private tuition in Malaysia. Based on the analysis of students' and parental responses, it can be concluded tht the role of the private 149
Table 5.14
Effects of Private Tuition on Leisure by Race
Race of Respondent Total Cases
Malay Chinese Indian Others N %
% N % A % N % N
My child has less tile for suppleeentary reading 128 61.2 2071 61.3 Disagree 607 57.5 1151 63.5 185 60.9 49 23.4 846 25.0 Not Sure 343 32.5 386 21.3 68 22.4 32 15.3 464 13.7 Agree 106 10.0 275 15.2 51 16.8
100.0 3381 100.0 Total Cases 1056 100.0 1812 100.0 304 100.0 209
My child has less Hue for extra curricular activities 56.0 2206 65.1 Disagree 671 63.2 1229 67.6 189 62.6 117 642 18.9 Not Sure 279 26.3 269 14.8 53 17.5 41 19.6 16.0 Agree 112 10.5 320 17.6 60 19,9 51 24,4 543
100.0 Total Cases 1062 100.0 1818 100.0 302 100.0 209 100.0 3391
My child cannot attend classes- Art, Music/previously attended 71,3 Disagree 718 67.6 1354 74.8 198 65.6 140 68.3 2410 Not Sure 201 18.9 212 11.7 35 11.6 29 14.1 477 14.1 Agree 143 13.5 243 13.4 69 22.8 36 17.6 491 14.5
Total Cases 1062 100.0 1809 100.0 302 100.0 205 100.0 3378 100.0
Ny child has less tile for radio 1 TV prograines Disagree 730 68,7 1195 65.8 187 61.7 127 60.8 2239 66.0 Not Sure 195 18.3 205 11.3 33 10.9 36 17.2 469 13.8 Agree 138 13.0 417 22.9 83 27.4 46 22.0 684 20.2
Total Cases 1063 100.0 1817 100.0 303 100.0 209 100.0 3392 100.0
Tuition leaves ny child less-no tile for leisure/hobbies Disagree 713 67.1 1373 75.6 192 63,4 142 68.3 2420 71.4 Not Sure 238 22.4 210 11.6 53 17.5 37 17.8 538 15.9 Agree 112 10.5 234 12.9 58 19.1 29 13.9 433 12.8
Total Cases 1063 100.0 1817 100,0 303 100.0 208 100.0 3391 100.0 150
tutor is seen as complementary, not ursurping the role of classroom teachers.
Given the high student-teacher ratio in many schools, itis not surprising if parents and students tend to think that the quality of instruction in schools has reached its "ceiling". Hence, they feel the need for a combination of both classroom instruction and private tuition, where classes are smaller.
The finding that a large proportion of students believe that they know more through private tuition perhaps indicate that compared to regular classroom teachers, who have to cover the syllabus, which tends to be rather wide, private tutors have more time to instructand reinstruct when necessary. After reaching some kind of consensus with the students, private tutors can also focus their attention only on
selected portions of the syllabus. They can take steps to insure the that the students in their tuition classes have grasped a concept or understood a lesson. Although it is possible that they "overteach", parents and students do not seem to be strongly opposed to it. After
all, the most important consideration is being able to do reasonably,
if not extremely well. For those who may, in fact, not be capable of
doing well, the additional time spent at tuition classes gives them a
chance to perform slightly better than they would otherwise be able to
do. Parents, on their part seem determined to provide their children with whatever additional instruction, in order to help them move up
the educational ladder. The data that is available indicate that more 151 of parents than students link private tuition with going tocollege or other institutions of higher learning.
It can be expected that the time students spend on private tuition can be quite substantial. Hence, it is somewhat surprising that both parents and students do not think that private tuition has adverse effects on personal/social or family life. Students who take private tuition also seem to be able to devote their time to leisure activities. Only health seems to be somewhat affected. Quite a
significant proportion of parents and students associate private tuition with a sense of feeling tired.
In summary we can say that the tendency to view private tuition positively is largely due to the fact that those who opt to take
private tuition are usually those from well-to-do homes. As such time
does not seem a problem. It is likely that parents provide some form
of transport, to and from tuition places. This leaves the children
with sufficient time on their hands to enjoy T.V. programmes or to
listen to the radio. Private tuition does not seem to affect the
ability of the students to devote their time to other kinds of leisure
activities such as doing extra reading or continuing with art and
music lessons.
When discussing the question of the effects of private tuition,
one invariably ponders over the question of whether in Malaysia, the
private tuition industry is slowing down the process of democratizing
the education system. Since there is evidence thattaking private 152
tuition is largely an urban phenomenon, with more of children from well-to-do homes having access and taking advantage of it, one cannot but take into account the tremendous socio-culturalimplications. In fact, it is possible to say that one major ill-effect of the private tuition industry is that it does not improve educational opportunities for everybody. It does not give everyone the same opportunities for academic success. CHAPTER VI
AN ETHNOGRAPHY OF A TUITION CENTRE
6.1 Introduction
The field work for the ethnography was conducted by the researchers from October 1988 until April 1989. It began after
Monad Institute was chosen as an appropriate institution for study because of its accessibility and popularity among the varied student population in the catchment area, i.e. varied in terms of student academic achievement, ethnic composition, sex ratio, parental socio-economic status and the various types of schools, national as well as private schools. The researchers had a number of meetings with the Director of Studies of Monad Institute and his staff before a letter was extended to him to obtain his formal approval. The researchers then took turns to be at the Institute or sometimes appeared together forperiods from an hour to about four hours per day, two or three days a week and even daily when a series of free public lectures was given to the students drawn there by the circulation of leaflets and brochures in the schools in town prior to the recruitment of new students by the Institute. The
Institute's time-tables, notices, booklets and leaflets issued to
the public and tuition noteswere also used by the researchers as background data for the study. Data collection, reduction of
written and non-written materials from interviews and conversations, 154
the displaying of the information in tabular forms and the drawing or verifyingof the conclusions after each field work session were undertaken continually by both the researchers to arrive at an ethnographic triangulation of the sources of information. To enhance the validity and reliability of the data, inter-researcher agreement and checking and re-checking of observations and
informants' responses became an integral part of our fieldwork.
However, in attempting an in-depth wholistic study of an educational phenomenon that is privy only to the people manning the centre, the researchers are bound by the code of ethics to maintain confidentiality. All names, including that of the centre, are given pseudonyms to preserve anonymity and by necessity not all
confidential information are divulged in this report.
6.2 A Brief History of the Centre
Monad Institute was started in 1979 by Mr. Edward Tan and was then
known as Monad Tuition Centre. It had only four classrooms with a
total enrolment of about 180 students. By 1987-88 the centre had
1500 students. From 1979 to 1988 a total of 19,842 pupils have
registered at the centre.
In the beginning the centre provided tuition for Forms 3, 4 and
5 but in 1980 classes for Form 2 were opened as well. In 1982 the
centre decided also to run Form 6 classes with emphasis onMathe-
matics. However, the number of pupils in Form 6 classes did not
exceed the initial enrolment of about 20 pupils and as the centre was 155 havingdifficulty recruiting qualified teachers, the centre closed down its Form 6 classes. In 1987 tuition classes for Form 1 were provided for 37 pupils; at present the enrolment stands at 45 only.
Table 6.1
Student Enrolment by Form for the Year 1987/88
Form Enrolment
Form One 47
Form Two 157
Form Three 793
Form Four 99
Form Five 434
Total 1530
The growth statistics indicate that the increase in enrolment has been in the Forms facing public examinations such as Forms 3 and 5. Nevertheless in 1985 there was a sudden surge in numbers not only in the examination classes but also the non-examination
classes as well. The Managing Director, Mr. Edward Tan, attributed the increase to the hard work and dedication of his
staff and the ploughing back of profits. The year 1985 also saw the opening up of commercial and semi-professional classes like L.C.C.I. 156
and P.S.C. These classes are conducted in the morning whereas the tuition classes are held in the afternoonon week days and in the morning on Sunday. Wednesday is an off-day for the centre.
In terms of teaching staff the centre started with eight
part-time teachers. This number doubled to 16 teachers in 1985 but by
then it had two full-time teachers to help with the administration.
Today these two full-time teachers hold the posts of Director of
Studies and Head of Academic Division. In 1988 the staff strength
was five full-time and 20 part-time teachers. If viewed from the
theory of economic supply and demand, one can say that extra school
instruction is a fast growing societal phenomenon.
6.3Location
The centre is located in the town centre and is easily accessible by
bus. At present the tuition centre occupies two shop lots of three
floors each, but the ground floor is not occupied by them and they
do not have any grounds which they can call their own. The boys who
cycle to school have to leave their bicycles on the sidewalk at their
own risk. There have been a few instances when their bicycles have
been stolen though the guard does keep an eye on the bicycles.
Teachers teaching at the centre can park their cars in the private
car park nearby or the public car bays. In contrast to school
premises, a tuition centre can be conveniently located anywhere in
town. 157
6.4 Administration
out by the The overall administration of the centre is carried
Managing Director, Mr. Edward Tan, andhis two Directors, Mr. Teh and
takes care of Ms Wee. Mr Teh is the Director of Studies andMs Wee
has four all the financial matters. The Director of Studies departments under him, namely, Notes, Academic, Pitman's Secretary
Course. Course, and London Chamber of Commerce Institute
Besides his administrative duties, he himself teaches Science and
his Mathematics in Form 3. The pupils feel free to step into
office when necessary to consult him. An important aspect of the
centre is that the teachers are not involved in administration like
notes, marking of attendance, collecting fees, distributing the
and etc. The teacher's duty is to teach and even marking of books
examinations given is not done by the teachers but given toothers
to be marked for a fee. Weber and Durkheim would have taken
of pride in the degree of bureaucratization and division
centre labour that a profit-making organization such as a tuition
has achieved in response to the demand for tuition among the school
children.
6.5 Notes Division
The Notes Division is headed by a graduate, Mr. Elia. He and his
staff which numbers four are responsible for the preparation of the
monthly notes for the different subjects taught in the centre. The
notes are not the original work of the centrebut are compiled with
the use of textbooks and other revision series that are in the 158
market. The notes are given to the students at the beginning of each month when they pay their fees. If fees are not paid the student is allowed to attend class but the notes arenot given. The teachers teaching the subjects are given the notes in advance and all they have to do in class is to explain and present the very notes that have been given to the students. This not only reduces the work load of the teachers but also enables a larger portion to be covered in a shorter time. The fact that notes are given frees the students from the need to copy down notes from the chalkboard and they can concentrate on participating in and understanding of the lesson. Our impression is that Monad Institute relied heavily on notes and not textbooks, on teachers' explanations and not on teachers' choice of curriculum materials, unlike in the schools where the teachers determine the content of individual lessons.
6.6 Progressive Test
A progressive test is held every two months and the students' progress is monitored. Those who are weak are given additional classes to help them. On the other hand, the students face monthly or termly tests in their respective schools. The bi- monthly tests in the Institute give them further feedback on their progress. The students that one of the researchers talked to expressed satisfaction with these tests.
6.7 Guarantee of Success
In 1988 Monad gave a guarantee of success as an additional 159
attraction. By this guarantee Monad agreed to give free tuition to any of its students whofails the SRP or SPM until they pass the said examinations. To qualify for this guarantee the pupil must have attended class for at least 10 months. At present only two students
this who obtained Grade S for their SRP have applied to make use of guarantee.
6.8 Discipline
Discipline is under the Director of Studies who does no mete out corporal punishment but uses psychology to instilgood behaviour. He says that he would rather explain to the students and make them understand their mistakes than punish them. "We try and make them feel bad for having done something wrong". According to him this is more effective than punishing them. The teachers do not and are not encouraged to deal with discipline. They are asked to refer all matters of discipline to the Director of Studies. If any pupil breaks the rules of the Institute or is a nuisance in class, he is given a warning and if he persists, he is asked to leave. The students are givengreat leeway. There is no dress code, they may come in their school uniform or casual wear. They are allowed to sip a drink in class, eat tit-bits and wearsandals or slippers. They may enter the class late and not even be queried. Attendance is taken and parents are informed if they are absent more than three times in a row without valid reason. This is done, according to the
Director of Studies, to prevent truancy. Once the students enter the premises they do not leave without permission as the guard who 160
sits at the entrance stamps their cards. However, they inform the researchers that many do leave without permissionand the guard is
incapable of stopping them. They say that when the guard is busy
stamping cards or talking to someone, theysneak out after their
attendance is recorded on the cards. On the whole the students
at Monad are well behaved; there is no vandalism and graffitti on
the desks is minimal. The "freedom" the students enjoy within the
confines of the Institute contrasts with the strict school rules
and the punishments meted out by their teachers in the schools.
In Monad the teachers are not disciplinarians. Yet there is
apparently not much of delinquency. This may be explained by
the good rapport between the students and the Director of
Studies, the disciplinarian, and also the type of students who
attend tuition classes who obviously have a stake in making their
attendances financially worthwhile. To the extent that the students
can sneak out, the control over the students by the guard who plays
the gate-keeper's role is less effective than that exercised by the
school prefects and teachers for the reason that at Monad the teachers
do not discipline and so do not bother to take note of attendances.
-.9 The Student Enrolment
The statistics show that in 1988 the enrolment of girls is equal to
that of the boys and in terms of race the Chinese predominate.
However, the figures fluctuate during the year; though the
tuition classes began in December for Form 2 and in November for I
1 161
ITable6.2 IStudentEnrolment by Ethnic Group IEthnic group Total
Chinese 782
1 Malay 487
Indian 256 1
Total 1525
1
1
IForms 3 and 5, the enrolmentonly picked up in January. Thus the
enrolment for Form 2 was only 21 in December but44 in January.
I
ITable 6.3
Student Enrolment in Forms 3 and 5 by Ethnic Group
1
Form 3 Form 5 1
Chinese 443 170
1 Malay 240 158
1 Indian 109 103
Total 792 431 1
1 162
December As for Form 3 the enrolment in November was457, in
Thereafter it remained 499 and in January it jumped to 693 pupils. The constant although in Septemberthe number swelled to 794 pupils.
286 in December but Form 5 enrolment was only 254 in November and
constant. There jumped to 417 in January and thereafter remained is no significant increase innumber as the examinations draw near.
facing a The figures indicate that the emphasis is on the Forms enrolments public examination, namely Form 3 and 5, butthe monthly also indicate that on the wholetuition is not looked upon as a short term measure to improve their performance but as one that requires at
least a year of learning for it tobe beneficial. Of course, there
to is a small number who look to tuition as a last minute effort
improve their performance. The Director of Studies himself confirms
out of that there is definitely a small number whoregister when desperation in the last few months. Two such students
interviewed said that they enrolled to obtainguidance in their
revision, i.e. to obtain hints andspotted questions.
The absence of a drastic increase in the Forms 3 and 5
enrolments during the last four months before examinations may
also be explained in terms of the Intensive programme that is
provided for these types of pupils. Unfortunately, the figures for
the Intensive Course are not available and therefore the assumption
that pupils do not rush to the tuition centre in the last few
months is difficult to verify. The pressure points appear to be the
examination classes in our exam-oriented society. 163
6.10Type of Students Who Take Tuition
students in Form 4 A survey of 123 Science students and 101 Arts
the average or taking tuition at the centre shows that only survey was slightly above average student go fortuition. The
of the based on the SRP (Lower Certificate of Education) results was pupils and the aggregate obtained for their best five subjects used.
that a In the case of the Science students it was found
of majority of them came from those who had obtained an aggregate
the 9,10,11, or 12. It is noted that students to be emplaced in
Science stream must have an aggregate of less than 17 except in exceptional cases where those obtaining22 are emplaced. That being
the mid- the case it would be realized thatthe majority fall within
range of the scale of 5 to 17 and should therefore beconsidered as
average students.However, it was found that only one student
taking tuition at the centre has an aggregateof 5. In the survey of
an the 101 Arts students it was found that 31 of them had obtained
aggregate of 21-25 while another 28 had obtained an aggregate of
26-30. Thus of the sample of 101 students 59 fall within the
average group. To further clarify the point that good students do not
take tuition one of the researchers (who is a teacher) interviewed
six pupils from his school, four of whom had obtained an aggregate
had of 5 and two an aggregate of 6. He found that none of them
taken tuition. 164
The good students find that tuition is a waste of money and time which they can gainfully use to study ontheir own. They say that what is given in the centres is notnecessarily helpful and at best no different from what they learn at school. They find that
be they can understand what istaught in school and think it would boring to have it repeated in the tuition classes. They are systematic in their studies, make notes and have fixedperiod of study and find it more fulfilling and self-satisfying to study on their own rather than to rely on others to make their notes and plan out their strategies of study. They are self-motivated and therefore do not need the regime of tuition classes to sit down to work. The survey data of the main study appear to bear this out.
The very weak students lack the motivation and interest to
study. They are prepared to mark their time in school by their
daily attendance and seek no further encumbrance to their freedom.
It was found that none of the Form 3 boys and girls in the tuition
centre cannot read and write reasonably well whereas in the
schools there is still a small percentage who are functionally
illiterate. The survey of the Form 4 students also demonstrates that
the very weak students do not seek tuition. There are onv nine
B-graders, that is, those obtaining an aggregate of 35 and below and
two pupils with-"S" grade, making a sum total of 11 out of the 101
who must be considered as weak students. These students form only a
small minority. 165
6.11 The Reasons for Taking Tuition
common to most The reasons given were many and varied, some were
individual. The students while others were unique to the categories for the purpose of researchershave classified them into the key explanation; however these categories werenot identified by own informants themselves - they are just the researchers' explanatory devices.
(a) Teachers
the Most of the boys and girlsinterviewed held that the teachers in
own teachers. centre weremore experienced and better than their The students Some even said that they wereexaminers of papers.
had arrived at the above conclusionbecause the teachers pointed out the important areas of study, the typeof questions that had been set
questions they can expect and in the past years, the nature of the sitting even what is expected in an answer. Even the researchers quite convinced that in, in one of the seminars for geography, were
marked SPM the teacher teaching the subject was marking or had
about papers. When the Director of the centre was questioned
in actuality it it, he informed one of the researchers that
was not so. However, it was obvious that the tuition teacher knew
in her facts quite well and did give the impression that she was
state close touch with the marking of papers although she did not
positively that she had marked examination papers. 166
The teacher teaching science relatedhis topic of explanation
places where they might make to the past question papers, pointed out mistakes and even went to the extentof telling them that if they did
even if their not write down the "unit" no marks would be given working and answer were right.
The above approach not only instils confidence in the
also students that their tuition teacher are more experienced but
knowledge of conveys the impression that they have a close working how the papers of public examinations are marked. It is observed
have that what these tuition teachers lack in experience they overcome by a determined andconcerted effort to learn the intricacies of public examinations. Their groundwork has been well researched and this is presented and accepted as "experience" by the students.
The students' acceptance of this image is crucial to their
taking tuition at the centre as their main purpose of taking tuition
is to do well in their examinations, to know what toexpect, how to
answer questions and what to study so that theymay obtain good
grades in the coveted paper chase.
The students noted that the teachers in the centre taught
more effectively, that their voice was loud and clear (especially
since the tuition classes were comparatively quiet when compared to
their schools where uninterested elements would drown the drone of
the teacher's voice). The teachers according to the students in the
centre taught actively. They were expressive and alive to the mood 167
and maintain their in the classroom and were able toattract blackboard attention by their jokes, their body movements, their confirm these work, and tone of voice. Our observations did
sit down opinions of the students. Teachers in the centre do not during the lesson, in fact there is notable or chair for theteacher
they to sit down. From the minute they walk in until the bell goes
use of the are busy talking and explaining, makingconstant
they go blackboard to note down the important points and steps as
so that the along. Diagrams are drawn, illustrations made
students' aural and visual faculties are activated in the process
situation of study. The teachers' tone of voice varieswith the
and they are not above clowning when the need arises. Their jokes
in which are interpersed with their teaching keepthe students
a stitches and glued to what they are doing so thatlearning is not
boring process as in the schools. It was observed, however,that not
all tuition teachers are apt in making jokes and telling tallstories
with their lessons.
Another aspect that endears the tuition teachers to the
students is the fact that the teachers are approachableand helpful.
They feel that the tuition teachers care for them and arewilling to
help them in any way they can. When they do not understand
anything in the tuition class they were not afraid to ask as theyknow
that the teachers will entertain their questions. In school,
according to them, it is different; if they ask too many questions
the teachers get angry and tell them not to disturb or tell them to
ask their friends. On the other hand, the teachers in the centre 168
help them not only during but even before and after lessons. In fact they can phone and make appointments to see them if they have any points that need clarification. The teachers are ever willing to help the students even with subjects that are not taught in the centre. Some of the students go early for their tuition classes to discuss and clarify their problems while others stay back to do so.
The researchers had also noted former studentsof the centre coming
in to see the teachers regarding their career or future. One of the researchers had also noted a Form 3 student who was repeating coming
in to consult his former tuition teachers though he was no longer taking tuition then.
Thus there is a close bond of friendship between teacher and student in the centre which is normally not prevalent in schools.
This not only explains the willingness of the student to take tuition but also reinforces his readiness to recruit new students for the centre by the glowing picture that he paints of the centre.
(b) Facilities and Location of the Centre
The nature of the centre, namely that it was clean, that there were good and sufficient tables and chairs for the students in addition to the fact that the centre had centralized air conditioning was mentioned by students as reasons for taking tuition in the centre.
These factors while crucial in determining the centre they chose for
tuition could not be looked upon as factors motivating them to take
tuition. Likewise the location of the centre (namely that it is 169
bus within the town centre and within walking distance from the
the terminals) or the fact that the discipline is good and classrooms are not noisy can only be seen as determinants of choice
these of centre and not motivators of tuition. However, facilities may, as noted by the students, be looked upon as factors contributing to their taking tuition. As one boy so
take aptly put it, if conditions are not conducive he would not tuition.
(c) Notes
The students are supplied with a setof notes each month for the subjects that are taught in the centre. The notes are comprehensive and presented in a style that is easy to read. As one boy put it
"the notes are short so we don't have toread a lot" while another stated that it is not necessary to search for the points as in the case of their textbooks where they haveto read page after page to find one or two points. The essential points are picked out for them and presented in a systematic style which is easily comprehended.
This they look upon as a great help as it saves them the trouble of making their own notes or taking down notes given in class. The teachers in the tuition centre, when they explain the lesson, follow closely the notes given and do not burden the children with additional notes. The fact that the notes are given to them in
advance means that they can read through them before they come to
class and thus have a better comprehension of the lesson when it is
presented to them. Moreover, their attention is not distracted by 170
the need to take down notes. As some said having the notes makes them feel comfortable; there is a sense of security and feeling that by referring to them they can do well. They are full of praise for the notes. In addition to the notes for the subjects taught, notes for subjects not covered in the centre areprepared and given free of charge to the students who take tuition in thecentre.
Thus the Form 3 boys and girls who are taught Bahasa
Malaysia, English, Modern Mathematics and Integrated Science in the centre are given notes for the other subjects that are not taught like Geography, History, Commerce, Agricultural Science, Industrial
Arts while the Form 5 Science boys and girls who are taught
Bahasa Malaysia, Additional Mathematics, Physics and Chemistry are given additional notes and classes for Biology andGeography at no additional charge. Likewise the Arts students are given additional classes and notes on English and History as a supplement to their study.
This makes the students feel that the centre cares for them and is really interested in helping them to do well in their examina- tions. It may be that the centre has included the charges for the additional tuition and materials in the fees they collect for the other subjects but by presenting the notes and additional subjects as free they have made a favourable psychological impact that has served them well. 171
(d) Method and Approach
The question and answer approach isappealing to the students for they find that this prepares them for the examinations. They are told the techniques of answering the questions and given examples or modules which they can follow. Questions that have been asked for the past ten years on the given topics are identified and grouped together
only for their easy reference, so that at a glance they can not see the emphasis given tothe area or topic but also know the types of questions that are asked on the area. A large amount of foot work has been done for them and this simplifies their learning.
They are told which areas to emphasize andwhich areas they can leave out safely. A breakdown is given of the questions given in the different areas to reinforce the view as to why they can safely leave out the areas. This is greatly appreciated by the students as they can now leave out large chunks of theirsyllabus and concentrate on certain specific areas with confidence of doing well.
No homework is given, the work is done in class, and the
tuition teacher plays an active and major part in doing the exercise. The students are not pressured to complete their work if
there is not enough time to do so in the class, it is up to them to
complete it but they are not punished for not doing so. Even when
work is done in class, the students are not pressured to answer
questions or punished when they do not. The question is generally 172
thrown to the class rather than to anysingle individual and when no
answer and goes on answer is forthcoming the teacher gives the
students is very with the lesson. This in the view of the
front of their reassuring as they are not held up to ridicule in peers.
The Science students find the classes invaluable as they
are given explanations andformulae which they can follow and under-
The use of stand, unlike school where the discoverymethod is used.
do not the "old approach" to science in the centre meansthat they formulae and have to grope in the dark but are given a set of
explanations to understand what is taughtin school.
The centre does not have any laboratoriesand no experiments
the are carried out or demonstrated. However, diagrams depicting
experiments are not only given in theirnotes but also drawn on the
blackboard by the teacher when necessary andexplained step by step
the so that the student can understand the different stages in
experiment. As one tuition teacher put it "the Science taught in
the schools is confusing, our children do nothave the grounding and
means to use the discovery approach,they need to be told, call it
spoonfeeding but that is what works". The students concurred when
they said that in the tuition centre, it is so easy to understand
and follow the lesson despite the fact that they do not do any
experiments. 173
of important and Time is also allotted for discussion explain to possible examinationquestions. Seminars are held to to pick in order to the students how to answer questions, what type
the marking scheme. For maximise their marks and also a guide as to teacherswho are seminars the centre calls government school Normally they are experienced in the subject to give talks.
have been marking teachers who are not onlyexperienced but also examination questions.
(e) Home
Some take tuition because theyfind their home environment unconducive
place to study for study. One of them stated that he had no proper
was a major at home and that his mother's mahjong sessions reason disturbance not only because of the noise but alsofor the
that he had to run errands forthem or serve tea now and then. This
tended to distract so that he found itimpossible to study at home.
Another said that his sister's children would disturb him while he
duty was studying. Then too if the baby should cry it would be his
Sometimes he is to pacify the child or prepare milk for him.
enticed to waste his time by playingwith his nephew and niece. He
playing. says that it is difficult to study whilst others are watching Likewise Ah Kow stated "so difficult to sit and study, all
video, so loud can hear, better gotuition can study there". (sic)
Some go for tuition to escape from house work, this is
especially true of girls. They say that if they stay at home they 174
have to help their mother to sweepthe floor, wash the dishes or cook
from the the food. So they would rather go for tuitionand escape chores which in their view isboring and tiresome.
they Another reason why they like tuition is because
studies. In cannot depend on their family to help themin their help some instances there is no one in the house who is qualifiedto
willing to them. Even where parents or siblings are educated and
as the help, the transition from English to Bahasa Malaysia
so. Thus medium of instruction has crippled their ability to do
know Thomas said "I don't know who to ask, my father don't
Malay". Also the change from traditional to modern Mathematics, traditional to modern Science, and so on, has resulted in the educated group being unable to help theirchildren. Of course, some are unable to help because they have forgotten what they learnt in
school.
It is also true that parents and siblings sometimes do not
have the time or the will to help the students even when they are
capable of doing so. Some students say that their parents come home
very late at night, so they do not have the time to ask them.
Parents also look upon tuition as a means to keep their
children gainfully occupied and away from harm's way especially when
there is no one at home to receive themafter school. Thus Mei
Ling whose parents are both working in Kuala Lumpur says that her
parents send her for tuition from Form 1 not only because they 175 wanted her to do well but also because they did notwant her to be on her own alone in the house. The researchers feel that it would be
an interesting aspect onwhich to conduct a survey.
(f) The Individual
The students gave a number of reasons fortaking tuition which we have
classified as individual, not in the sensethat it is unique to the
individual but that it is closely related to the individual as
distinct from the other facts given earlier.
A number of them said that they took tuition because they
were weak in their subjects or obtained low grades in school. Sub-
jects that were often mentioned were Mathematics, Science and
Bahasa Malaysia. They knew they were weak in these subjects and
would like to improve their grades. This was especially true of
students sitting for the SRP and SPM examinations. Of course for some
it was just to obtain a pass while otherslooked upon tuition as a
means to improve to get a credit or adistinction.
Three boys who were taking tuition in Form 4 said that they
took tuition because they found the transition from objective to essay
style difficult. They were quite good in their studies but found it
difficult to express their views in the essay style as their command
of Bahasa Malaysia was not good. 176
he could A boy taking tuition in Form 4 Science said that
He not followthe lessons in school so he decided totake tuition. Mathematics and found it difficult to cope with his Additional
he had Physics. It was found that his results werenot very good as Science class onlyobtained an aggregate of 22. Being put in the with the above results it is nosurprise that he could not follow the
lesson and had to resort to tuitionto help him out.
not Four of those interviewed said they took tuition so as
if he goes to waste time. One of them said that he would sleep three said home, so he would rather gofor tuition, while the other
T.V. They that they would waste their time watching video or
it knew it was a waste of precious time but said that they found
tended to difficult to control themselves. Thus going for tuition
good use of their control their bad habits and enabled them to make
our work". time. As one girl put it, "we have to be pushed to do
Another girl said that she took tuition because she was
jealous of those doing better because they were takingtuition. She
said she felt jealous when her friends said theyunderstood the lesson
that they had covered in their tuition class. So she decided to take
tuition so as not to be left out.
Some looked upon the tuition centre as a place where they
could fortify what they had learnt in school. It was a place to
revise their school work, to ask questions if they had doubts and
to discuss their problems with others of like mind and interest. 177
willing They found the teachers receptive to their questionsand to explain them. Moreover, they found new friends fromother schools who could tell them what their schoolteachers had told them about a certain problem or aspect of it. They would also be able to exchange
friends. notes as well asschool' test papers with their new found
This in their view gave them a better perspective of what to expect
in their forthcoming examinations. It was also a place to exchange
"spotted questions" and come to their own conclusion as to what was likely to come out. Having obtained the "spotted questions" they were able to discuss them not only with their friends but also
the teachers from the centre.
A large number indicated that they took tuition at the
centre because the lessons were not boring and there were a lot
of jokes. They felt happy and at ease while learning as the teachers
did not pressure them to answer questions, norridicule them if they
failed to do so. The jokes of the teachers kept them interested
and they found that time seemed to pass so quickly. They said that
learning was fun. This is specifically the image that the centre
aims to foster. As the Director of Studies said, "we want to make
learning fun for the children - only then will they be attentive and
receptive to what we have to say. We make jokes just to attract
their attention and interest, otherwise they will sleep in class. A
lesson must be interesting if we are to impart knowledge". The fact
that they have achieved this is seen in their large enrolment. 178
6.12 How They Came to Take Tuition at theCentre
from their A large number indicated that they had heard of it
friends and in fact some came to the centrebecause their friends were
their taking tuition there. Others took tuition there because
elder brother or sister had taken tuition at the centre earlier and
it was so when the question arose as to where they should go
invariably this centre as their elder brother or sister was happy
with it and it's facilities. Some said that their relatives had
taken tuition there, that their results werebetter after going to the
centre.
Parents of children who were studying in the centre tended
to influence their colleagues or neighbours when thequestion arose
as to where to send the childrenfor tuition.
As the Director of the centre stated, their students,
former students, and parents of present as well as former students
were their chief publicity agents. No doubt they distribute pamphlets
to all the schools and housing estates in the area regarding
their classes, the hours of tuition, the subjects taught, the fees
payable and most of all the facilities provided by the centre,
namely:
centralized air-conditioning;
notes which are complete and self-sufficient; 179
lecture by qualified personnel on the techniqueof answering
examination questions;
progressive test every two months;
make use of 16mm projector, video andaudio-visual aids to
learning interesting and explanations clear;
self-study scheme;
counselling.
Yet the Director holds that the "word of mouth propaganda"
hold is their chief crowd puller. Even the free seminars that they
as once a year in the month of Octoberfor Form 3 and Form 4 are not effective as the 'word of mouth propaganda' according to him. He
said that the survey carried out by the centreshows that only about
actually 20 per cent of those who attend their seminarin October
register the following year.
6.13 Summary and Conclusion
Monad Institute probably represents the better-run type of
tuition centres as it caters for students from schools in the
surrounding areas. It has a distinctive administrative structure
quite unlike that of school and more akin to a client-centred
commercial organization. It is more business like in its day to day
operations and one is tempted to say that it is also more
professional in approach than the harsh disciplinarian climate of the
schools which aim to produce an all-round individual rather than one
who can pass examinations, which is the forte of the tuition centre. 180
their lessons The tuition teachers do not preparethe contents of and they are not expected to discipline the students. They do not even mark the test papers. Their role is simply that of coaches who
This training drill the students to do well in theirexaminations. focused and has this limited aim and therefore their task is more more amenable to being achieved. They can tell bawdy jokes to keep
have their charges interested and happy whereas school teachers
do to be more circumspect regarding the moral impact of what they
of virtue or say. The tuition teachers do not have to be models to achieve their limited aims.
It makes good business sense for every one at Monad to establish rapport with their clients, thestudents. No compulsion is made on them and no imposition, apart frompayment of fees, appears to
can be the rule, even as regards truancy because the clients
the escape the only person who takes attendance, i.e.the guard at
entrance, who stamps their attendance cards. The students attend
classes because of the various reasons which make sense to them to
invest their time and money on tuition. Like the people who run
the Institute, they too have a set of limited aims. Moreover,
under the guarantee system, they can repeat their classes if
they were to fail; so it makes sense for them to enrol and to
attend for at least ten months to qualify for the guarantee.
Monad reliedvery much on the notes they churn out because
this method is efficient and effective in preparing their clients to
pass examinations. Moreover, the Director of Studies has even been 181
forms among parents seen peddling their notes printed in book
income and teachers; thus the notes are also a lucrative source of
and they do not for the Institute. The notes are not original re-hashed from infringe any particular copyright as they are
available materials in the market.
remains In conclusion, as- long as Malaysian society
to meet exam-oriented, a tuition centrelike Monad Institute exists venture and the demand and to prosper primarily as a business
secondarily as an academic institution, if onecredits them with the
needed exam successes of their clientswho are helped to obtain the
academic credentials for the job market. CHAPTER VII
SUMMARY AND CONCLUSIONS
7.1 Introduction
and Sri As in many other Asiancountries including Korea, Thailand
of major interest in Lanka, the subject of private tuition is and Malaysia. Indeed, there has been a great deal of discussion
of conflicting views on the subject. With this in mind, it was part the cost, in terms of the aim of this study to examine the extent, rising demand money and time, and the factors which haveled to the was felt for private tuition in the country. At the same time, it
may be that while a great deal of factsand figures on the subject
assessment of the useful, it might be more beneficial to include an
on the effects of private tuition on overall academicachievement,
will it be personal and social lives of the students. Only then possible to obtain as comprehensive a picture aspossible.
7.2 Reasons for Taking Tuition
The findings of this studylmwv been able tosubstantiate the commonly
has held belief that in Malaysia the private tuition industry
flourished to such an extent that it has become a shadow of the
regular school system. It is found that the vast majority of
Malaysian students and parents perceive extra tutoring as a crucial
determinant of academic success. In fact, both groups, i.e. parents 183
and students, appear to be stronglyconvinced that private tuition can
a system of give that competitive edge to emerge as "winners" in
With this as education which places a high premium ongood grades.
if the incidence of the background, it is not a matter of surprise namely the private tuition is higher at specific pressure points, nation-wide examinations such as the Lower Certificate of Education and the Malaysian Certificate ofEducation. At these points, partici- pation in private tuition appears tobe widespread and the desire for
frequent getting out-of-school help seems intense. Moreover, due to curricular changes, parents feel incompetent to tutortheir children
To briefly thereby resorting to sending their childrenfor tuition.
the summarize, private tuition in Malaysia is flourishing and is direct result of examination pressures.
7.3 Cost of Tuition
Another significant finding and one which has important political,
in social and economic implications is the fact thatprivate tuition
a the context of the Malaysian setting, although not perceived as
luxury for the affluent, is largely dependent on theability to pay.
There appears to be large social class differences. While on theone
hand we have parents, especiallythose from high incomegroups, who
are willing and do pay a substantial amount of money in order that
their children can get extra help outside of school hours, on the
other, we have those who can only afford to send their children to
large tuition classes organized by volunteers or to noneat all. The
study has given some indication that the cost of private tuition does 184
not in any way act as a deterrent to children from urbanhigh income families. Some parents have been found to pay as much as $600 ringgit a month to cover the privatetuition fees of one child. By contrast, there is evidence to show that finance is an important consideration to rural children as well as children whose fathers are semi-skilled.
It is the lack of funds which made the children from poorer homes resort to tuition classes organized by volunteer groups or Parent
Teacher Associations. In most cases, these classes are held in the school premises and the fees charged can be as low as $2 ringgit a month, for a single subject.
7.4 Urban-rural Differences
As mentioned earlier, the cost of tutoring is higher in urban areas.
Because there are many low income families in the urban areas, this finding in itself will have serious social implications. In fact, one
fifth of the parents interviewed indicated that they face difficulty
in paying tuition fees. Yet, they do not seem to want to compromise.
Despite financial difficulties, they continue to insist that their
children attend tuition classes.
If differences along social class lines are unmistakable,
private tuition in Malaysia is also more visible among urban compared
to rural children. In fact, the urban-rural differences has remained
remarkably stable - the cost of tutoring is higher in the urban areas.
more of urban children take tuition and begin tuition at a younger
age. Compared to rural children, a bigger proportion of those in the 185
urban areas start tuition at the primarylevel. Incidentally, 30% of
started at the primary the studentswho take tuition say that they
likely to level. The study also found that urbanchildren are more take tuition on a continuingbasis, usually for the entire year. When
rural children and those who a comparison is made, it is found that
or come from less favoured homes, tend to taketuition sporadically only just before major examinations.
that one It is against the background of thesedifferences
What should view the private tuition industry in Malaysia.
such an immediately comes to mind is the strong likelihood that
as a anomaly will hinder the government's efforts to useeducation
Private means of improving upward mobility of disadvantaged groups.
class tuition seems to have heightened and not diminish social differentials in educational opportunity.
7.5 Tutoring Strategies
A closer look at trends and patterns in privatetuition participation
reveals that there are even greater inequalities. In fact, it is
startling to find that there is a difference in the tutoring
strategies. Whereas tutors who teach children from urban, well-to-do
for homes make a serious effort to attend to individual request
assistance, those who teach children from poorer homes merely help
with some quick answers to examination questions. There is thus,
reason to believe that there is a difference in the quality of
instruction itself. 186
little success in Previous studies on private tuition has had tutors, in fact, teach more tryingto answer the question of whether It is interesting to note effectively than regular school teachers. claim that that in this study a high proportionof the respondents they understand well what isbeing taught by the tutors. Ninety three
have not per cent say that tutors cover topicswhich their teachers that there completed in school. Thus,it is not surprising to find the tuition class or about the are few complaints about the size of that quality of instruction offeredby the tutors. With the evidence is available, to some extent, atleast, the findings of this study has
the problem, i.e. enabled us to get a glimpse into the"heart" of students trying to ascertain why such a highpercentage of Malaysian
a tuition centre opt to take private tuition. The ethnography of shows that the effectiveness ofprivate tutors is due largely to their being free from clerical work.
7.6 Tutors' Qualifications and Experiences
is the Of considerable interest to anyone concerned with education
have finding that in Malaysia a very high proportionof the tutors
of teaching qualifications and experience. It seems that 96%
in this the tutors have teaching qualifications. However, even
poorer respect, the disparity continues. Compared to those from
homes, students from urban, high-income families are more likely to
have graduates as their tutors.
A question which has not previously been answeredis whether in 187
the Malaysian setting, regular classroom teachers do provide tuition to their own students. After all no special permission is necessary.
They are only morally obliged not to resort to such a practice. Thus, it is a matter of some surprise to find that Malaysian teachers generally do not teach their students, for a fee, outside of school hours. Apparently, only a negligible number do so. If the proportion had been significant, it may become necessary to initiate legislation in order to bring the practice to a halt.
7.7 Effects of Private Tuition
Although much more difficult to ascertain, this study has attempted to assess the effects of private tuition on a number of dimensions: academic achievement, teaching-learning process, personal/social and family life, leisure and health. On these matters, both parental and student views were elicited. Interesting to note that there is very little differentiation between students' and parential views. Both parents and students claim that there are no negative effects of private tuition. For example, a large proportion of the students who were interviewed claim that private tuition does not limit their time for recreational reading, watching television, spending time with friends and family or participating in co-curricular activities.
Parents also make similar claims. These claims, however, should be viewed with a certain amount of scepticism. Even if one assumes that the students are really competent at managing their personal time, to some extent at least, private tuition would affect their ability to devote time to extra curricular activities, hobbies and recreational 188 1
private reading. Although one should not conclude that studentstake
tuition at the expense of their health,those who do take tuition tend
to admit that they often get tired,unable to have sufficient rest and
at times do not get enough sleep.
Other conclusions regarding the effectsof private tuition are
summarized as follows:- (i) Regardless of ethnic group, a large
through proportion of the respondents claim that they know more
private tuition (ii) private tutors help them learn better
whatsoever, (iii) though not in any way negative, thereis no link
between taking private tuition and the inclinationfor higher studies.
not Both parents and students say that taking privatetuition does
make a student more or less inclinedtowards higher studies.
7.8 Parental and Student Support for Tuition
For some time now, educators have viewed private tuition with
apprehension because they believe that an emphasis on quick answers
and test-taking skills will stifle the development of creative minds
and reasoning skills. There is the fear that Malaysian children will
associate learning with the acquisition of a specific volume of
knowledge. With this in mind, the question that has oftenbeen posed
is whether private tuition should be banned? The findings of this
study show that there has been little agitation by both parents and
students to have private tuition banned. On this matter, although
differences across social class and racial groups are slight, the
study found that more of rural students think that tuition is 189
necessary. Also, slightly more of the Malays think that tuition is necessary and should notbe banned.
Even more interesting, however, is the finding that despite viewing tutors very positively, students donot view their regular classroom teachers in an unfavourable manner. This clearly speaks well of our Malaysian teachers. From this it is possible to infer that in the view of both parents and students,it is the system of education, and not the teachers, who have contributed tothe sense of inadequacy.
7.9Ethnography of a Tuition Centre
It would be interesting to compare the findings of the survey with those of an ethnographic study of a particular tuition centre (Monad
Institute) in a large urban area in Malaysia. The actual name of the centre is deliberately kept confidential. In order to fully under- stand why Malaysian students are generally preoccupied with private tuition, observations were made of the actual teaching learning processes at the centre. Students' views were also elicited. It is found that at the centre, private tuition is viewed positively for the following reasons. First and foremost, the students at the centre are confident that the tutors can ensure them success in major public examinations. Secondly, notes are given and this saved considerable time on the part of the students. They need not copy from the chalkboard. Thirdly, the tutors are very knowledgeable about the nature of the questions to be expected in the examinations. It is as 190
experience in marking if the tutors in that centre had previous
Either that or they had learnt, and actual examinationquestions. learnt well, the intricaciesof public examinations.
7.10 Recommendations
system to reduce social (1) Need for changes in the education inequalities
In the absence of strong evidenceagainst it,it would be unwise
totally banned. to suggest that in Malaysia privatetuition be
However, since it is foundthat the private tuition industry may
have considerably widened thesocial inequalities in educational
opportunity, some changes in theeducational system itself may be
diminish class necessary, especially if our aim is to somewhat
inequalities differentials. Even a moderate reductionin the
this will be a step in the right direction. To achieve
better objective, the government could provide more and
educational facilities even at a time when it is already
difficult to meet the challenge of providing education for a
mounting number of school age children. There must at all times
be qualitative improvement within the context of quantitative
expansion. More classrooms need to be built and better-trained
teachers need to be recruited. Teacher-pupil ratio need to be
drastically reduced so that teachers couldfocus their attention
more on curricular changes and teaching strategies. At the
present the classes are simply overcrowded. Perhaps,if students 191
feel that they are not neglected, they maybe less preoccupied with private tuition.
Need for an increase in governmental assistanceto school
Since in Malaysia private tuitionis connected with the economic
a more situation of the home, steps must be taken to ensure equitable distribution of opportunities. For example, the school
both itself could provide more free or low-costalternatives to home-based tuition and tuition made available by the various commercial centres. In this way, the children from poorer homes who miss out on high-fee tuition,will be duly compensated.
Serious attempts, however, must be made to ensure that the quality of extra instruction which they receive is at par with
home that made available to those who come from more favoured environments. This is not possible unless there is an increase
to the in governmental assistance to the schools,specifically
parent teacher associations.
Need for flexibility in the choice of subjects
Students should be allowed greater flexibility in the choice of
subjects. This will enable them to pursue subjects theyhave the
aptitute and inclination for. Such a trend will probably reduce
the need to compete with fellow students and thus reduce the
extent of private tuition. For example, while students from the
science stream should be allowed to follow classes in Principles
of Accounts and Commerce, students from the arts stream should be 192
permitted to have regular classroom instruction in Additional
Mathematics, if they so wish. Of course the schools will face
tremendous problems as far as time-tabling and deployment of
staff is concerned, but these are difficulties which are not
insurmountable.
(4) Need to review the examination system
Since there is evidence to show that private tuition is the
direct result of examination pressure, some if not all, of these
pressures could be removed. The merits of school-based
examinations, at the Lower Certificate of Education level, for
example, could be seriously reconsidered. Other than
establishing school-based examinations,it is perhaps necessary
to reexamine the whole nature of examination questions. It is
important that we move away from formulating questions which
merely assess the ability to recall factual information. Further
changes can also be introduced. For one thing, schools can make
a concerted effort to promote the growth of creative and
reasoning skills. In the classrooms, it is important that
students are provided with the opportunities to practise and
apply thinking skills. On his part, instead of being overly
concerned about the syllabus and the textbooks, the teacher could
employ a learner-based approach to teaching.
(5) Need to review teachers' conditions of service
Although the number of teachers who provide private tuition to 193
their own students is extremely small, it should be impressed
upon them that it is quite inappropriate for any teacher to
induce or to exert a direct influence onhis or her own students
that they attend the tuition classes that he teaches, helps
organize or in which he has vested interests. If teachers are to
be as effective as tutors, their teachingand clerical work load
has to be examined and reduced to a reasonablelevel.
(6) Need for a change in the attitude of the Malaysiansociety
Attempts to reduce the incidence of private tuition will be
futile unless there is a change in the attitude of thesociety at
large, specifically the would be employers in the public and
private sectors. A recognition of credentials other than
academic should go a long way in reducing the intensity of the
"paper chase". Job seekers should also be assessed for their
interest, aptitude, motivation, effective communication skills
and a number of other variables instead of simply on thebasis of
paper qualifications. Annex 1.1
Private tuition has been going onfor years and we find this practice more prevalent inurban than in rural areas. Parental anxiety regarding their children's academicperformance and progress in schools seems to be the main reasonunderlying this practice. The other reasons for the continuationof this practice are as follows:
Children who are either slowlearners or of low intelligence or
both are not given sufficientindividual attention in school.
Some teachers are too concerned with"covering" the syllabus.
Pupils in the care of untrained orimmature teachers tend to be
neglected.
Insufficient coordination betweenschool and parents.
Lack of specialisation in the lowerclasses.
Some teachers find private tuitionlucrative.
Private tuition has its meritsand demerits, some of which are
as follows:
Merits Private tuition helps the weakerpupils to receive more
attention in their weak subjects. Remedial teaching can be done accordingto individual
differences.
A child builds his confidence when he isable to compete with
others and find school life pleasant.
Progress is achieved and gaps in learning arefilled. 195
lack of (v) Private tuition helps to overcome theeffects of specialist teachers in subjects such asScience and
Mathematics.
Demerits
Private tuition can become so commercialised thatthe teacher
concerned may neglect his work in school and become mercenary.
The fees charged for private tuition vary andthe rates often
become so exhorbitant that only thewealthy can afford them.
Lack of coordination betweenschool work and work by the tutors
tends to confuse the child.
Teachers who teach a pupil in the sameschool tend to magnify
the pupil's weaknesses so as to encouragehim to take private
tuition from them.
Places where tuition is conducted, such asthe teachers' own
homes orrented shop-houses,are sometimes notconducive to
proper learning.
Our Recommendations
Itis suggested that private tuition should be governed bythe following rules:
(a) That no teacher should be allowed to give private tuition
without the prior written approval of the Headmaster ofthe
schoolin which he serves and subject to conditions as
hereinafter stated; 196
that wherever possible, private tuition should be conducted in
the school premises or other recognised centres;
that private tuition may be given in the pupil's own home.
In the exercise of the above discretion, the Headmaster should be guided by the following principles:
That private tuition should be given only for approved
subjects;
that the teacher should not be allowed to give private tuition
to his own pupils in the subjects taught by him;
that private tuition should notinterfere with the ordinary
work of the teacher. 197
Aalex 3.1:
Vhere WW1 is °Waded by Sex, lace, SES, Strata lad State
Tutor's Own Friend's School Tuition House House House Centre
N t N t N t N t Nt
Sex of lespoodeat Male 988 44.1 178 8.0 185 8.3 352 15.7 1042 46.6 Felale 812 39.6 163 8.0 164 8.0 364 17.8 887 43.2
Race of Respoodeat Malay 354 24.5 99 6.9 92 6.4 460 31.8 601 41.6 Chinese 1121 51.7 170 7.8 209 9.6 184 8.5 1044 48.1 Indian 206 46.6 45 10.2 31 7.0 42 9.5 209 47.2 Others 119 51.3 27 11.7 17 7.4 30 13.0 75 32.5
SES of Respoadeat Professional: Managerial 534 51.9 153 14.9 137 13,3 99 9.6 426 41.4 Clerical:Skilled 558 45.5 99 8.1 101 8.2 133 10.8 624 50.8 Sexi-Skilled: Unskilled 475 33.3 52 3.7 72 5.1 379 26.6 599 42.0 Others 110 36.5 18 6,0 15 5.0 66 21.9 132 44.0
Strata of Respondext Urban 1594 42.7 323 8.7 314 8,4 547 14.6 1746 46.8 Rural 206 37.8 16 2.9 34 6.3 168 30.9 177 32,5
State of Respoadelt
Pen 429 54.3 69 8.8 79 10.1 68 8.6 360 45.6
Sar 223 52.8 24 5.7 15 3.6 31 7.3 183 43.4
Kel 86 18.2 7 1.5 25 5.3 299 63.5 102 21.6 Sab 142 55.3 15 5.9 18 7.0 47 18.4 54 21.1 Joh 322 46.9 33 4.8 53 7.7 135 19,6 294 42.7
Sel 415 45.6 88 9.7 99 10.9 62 6.8 429 47.2
FT 183 24.4 105 14.0 60 8.0 74 9,8 437 58.2 198
heel 3.2
Who Coadocts hitioa by Sex, Race, SES,Strata aild State
PTA ly Post IndividualComercial Voluntary Political Religion
SNSNSN% N % N % N %
Sex of Respoadeat 0.4 19 0.8 164 7.3 50 2.2 Male 1404 62.6 805 35.9 100 4.5 10 14 0.7 30 1.5 145 7.1 32 1.6 Fmale 1195 58.2 713 34.8 108 5,3
Race of Respoadest 7.8 10 0.7 31 2.1 250 17.3 27 1.9 Malay 616 42.5 548 37.9 112 42 9 0.4 10 0.5 43 2.0 1.9 Chinese 1526 70.2 755 34.7 58 2.7 9 2,0 4 0.9 5 1.1 6 1.4 Indian 299 67.6 157 35.6 26 5.9 4 1.7 1 0.4 3 1.3 10 4.4 Others 158 68.7 58 25.3 12 5.2
SES of Respond& Professional: 10 1.0 40 3.9 27 2.6 Managerial 744 72.0 349 33.9 39 3.8 9 0.9 1.1 46 3.7 19 1.5 Clerical:Skilled 779 63.2 487 39.5 52 4.2 2 0.2 14 Smi-Skilled: 9 17 1.2 176 12.4 29 2.0 Unskilled 708 49,8 479 33.6 92 6.5 0.6 4 1,3 1 0.3 4 1.3 26 8.6 Others 181 59.7 98 32.5 13 4.3
Strata of Respondent 40 1,1 244 6.5 64 1,7 Urban 2283 61.1 1387 37.1 153 4.1 19 0.5
5 9 1.6 64 11.7 18 3.3 Rural 309 56.4 130 23.7 55 10.1 0.9
State of Respondent 7 0.9 9 1.2 13 1.7 Pen 595 75.3 254 32,3 22 .8 0.8 12 2.8 19 4.5 7 1.7 Sar 291 68.6 110 25.9 24 .7 0.9 11 200 42.0 11 2.3 Kel 153 32.1 89 18.7 49 1.3 0.4 2.3 3 1.2 5 2.0 7 2.8 Sab 179 70.5 47 18.5 22 .7 0.4 2 58 8.4 17 2,5 Joh 445 64.6 216 31.4 28 .1 0.4 0.3 9 1.0 12 1,3 18 2.0 Sel 586 64.0 388 42.4 33 .6 0.4 5 0.7 6 0.8 9 1.2 FT 350 46.8 414 55.3 30 .0 0.5 199
Annex 3.3
StudentsIgloohalos fro. School Teacher by Sex, knce, SES, Strata and State
Do You Take Tuition fra. Your School Teacher
Yes No
N S N
Sex of Respondent Male 602 26.6 1657 73.4 Female 432 20.8 1645 79.2
lace of Respondent Malay 487 33.5 968 66.5 Chinese 428 19.5 1771 80,5 Indian 65 14.5 383 85.5 Others 54 23.1 180 76.9
SES of Respondent Professional: Managerial 174 16.8 862 83.2 Clerical: Skilled 247 19.9 994 80.1 Semi-skilled: Unskilled 462 32.0 982 68.0 Others 78 25.4 229 74.6
Strata of Respondent Urban 767 20.4 3002 79.6 Rural 266 47.8 290 52.2
State of Respondent
Pen 133 16.5 675 83.5
Sar 63 14.7 365 85.3
Kel 297 62.5 178 37.5
Sal) 113 43.6 146 56.4
Joh 277 40.0 416 60.0
Sel 75 8.2 841 91.8
Fi 76 10.0 681 90.0 200
Wei 3.4
Comaceleat of Tuitiot by Sex, Rice, SES, Strati andState
Collencevent of Tuition
Prisary Lower Sec. Upper Sec, For' 6
N t N t N
Sex of Respondelt Male 701 31.0 1190 52.6 329 14.5 44 1.9 Feeale 587 28.2 1137 54.7 288 13.9 66 3.2
Rice of Respondeat Malay 478 32.8 791 54.3 164 11.3 24 1.6 Chinese 665 30.1 1125 51.0 342 15.5 74 3.4 8 1.8 Indian 101 22.7 262 58.9 74 16.6 4 1.7 Others 44 18.8 149 63.7 37 15.8
SES of Respondeat Professional: Managerial 373 35.8 525 50.4 126 12.1 18 1.7 Clerical: Skilled 388 31.2 675 54.2 160 12.9 22 1.8 Seli-skilled: Unskilled 361 25.1 781 54.2 249 17.3 49 3.4 Others 78 25.4 176 57.3 41 13.4 12 3.9
Strata of Respondent Urban 1168 30.9 1953 51,7 553 14,6 105 2.8 Rural 116 21.0 369 66.7 63 11.4 5 0.9
State of Respoadelt
Pen 281 34.8 435 53.8 80 9.9 12 1.5 Sar 89 20.9 236 55.4 89 20.9 12 2.8
Kel 242 50.6 163 34.1 56 11.7 17 3.6
Sab 36 13.9 161 62.2 53 20.5 9 3.5 Job 158 22.7 381 54.7 129 18.5 28 4.0
Sel 244 26.7 510 55.7 141 15.4 20 2.2
FT 238 31.3 441 58.0 69 9.1 12 1.6 201
Annex 3.5
Tuition Duration by Sex, Race, SES, Strate and State
Oo You Take Tuition:
Whole Year Before Exam.
N %
Sex of Respondent Male 1612 71.8 632 28.2 Female 1355 66.7 675 33.3
Race of Respondent Malay 698 49.2 720 50.8 Chinese 1757 80.4 427 19.6 Indian 370 83.9 71 16.1 Others 142 61.5 89 38.5
SES of Respondent Professional: Managerial 823 80.2 203 19.8 Clerical: Skilled 934 75.8 298 24.2 Semi-skilled: Unskilled 825 58.4 588 41.6 Others 191 64.4 106 35.7
Strata of Respondent Urban 2668 71,7 1054 28.3 Rural 290 53.6 251 46.4
State of Respondent Pen 652 81.3 150 18.7
Sar 276 64.8 150 35.2 Kel 97 21.5 355 78.5
Sub 137 54.6 114 45,4 Job 508 74.1 178 25.9
Sel 738 81.3 170 18.7
FT 559 74.6 190 25.4 202
Alma 3.6 Hoy I Keay My Tutor By Sex, lace, SES, Stratalad State
Through Friend's Teacher's My Tutor Advertise- Recoloen- Recomen- Contacted ents dation dation Me
N t N t N 11 N %
Sex of Respoadeat 70.2 272 12.1 168 7,5 Male 322 14.3 1580 241 11.8 145 7.1 Felale 262 12.8 1485 72.4
Race of Respoldeat 154 10.7 Malay 235 16.3 787 54.7 333 23.2 6.0 113 5.2 Chinese 235 10.8 1793 81.9 132 27 6.1 31 7.0 Indian 68 15.4 325 73.5 9.1 15 6.5 Others 46 19.8 160 68.7 21
SES of Respoideat 6.8 Professional: Managerial 159 15.4 749 72.2 79 7.6 70 77 6.2 Clerical:Skilled 177 14.3 950 76.8 100 8.1 9,1 Seti-Skilled: Unskilled 166 11.7 937 65.9 253 17.8 130 44 14.4 19 6.2 Others 48 15.7 199 65.2
Strata of Respoudeut 404 10.8 245 6.5 Urban 524 14.0 2704 72.0 106 19.7 67 12.4 Rural 59 10,9 352 65.2
State of Respoadeot
52 6.6 54 , Pen 70 8.9 655 82.0
6.4 26 , Sar 71 16.9 315 14.8 27 01 23 4.9 199 42.6 234 50.1 48 1
41 15.8 25 , Sab 52 20.0 160 61.5 Joh 55 8.0 519 75.1 90 13.0 55 , 30 3.3 52 Sel 141 15.5 703 77.1 FT 172 22.8 514 68.2 39 5.2 53 , 203
Annex 3.1
Vhy I Chose My Tutor By Sex, Race, SES, Strata and State
Reasonable Good No Transsport Fee Reputation Probles
N S N S N %
Sex of Respondent Male 656 29.7 1274 57.6 911 41.2 Fesale 622 31.1 1003 50.2 864 43.2
Race of Respondent Malay 519 37.4 585 42.1 655 47.2 Chinese 572 26.5 1326 61.4 862 39.9 Indian 115 26.6 273 63.2 154 35.6 Others 72 31.4 93 40.4 104 45.4
SES of Respondent Professional: Managerial 257 25.1 613 59.9 428 41.9 Clerical:Skilled 338 27.7 705 57.8 508 41.6 Seli-Skilled: Unskilled 502 36.5 646 46.9 591 43.0 Others 93 31.0 148 49.3 130 43.3
Strata of Respondent Urban 1090 29.6 2020 54.8 1529 41.5 Rural 184 35.7 252 48.8 244 47.1
State of Respondent Pen 242 30.9 519 65.8 342 43.5
Sar 83 19.7 213 50.5 155 36.7
Kel 194 43.8 211 47.7 213 48.2
Sab 88 35.5 81 32.7 126 50.8
Joh 243 36,0 383 56.8 292 43.3
Sel 235 26,1 550 61.2 358 39.7
FT 193 26.2 320 43.4 289 39.2 204
Annex 3.1
Sex of Tutor by Sex, Rice, SES, StratiIliState
Sex of Tutor
Male Ferule
N % N %
Sex of Respondent Male 1698 82.3 365 17.7 Fesale 1419 75.6 459 24.4
Race of Respondent Malay 1001 80.1 249 19.9 Chinese 1639 79.5 422 20.5 Indian 339 82.5 72 17.5 Others 138 63.0 81 37.0
SES of Respondent Professional: Managerial 722 75.4 235 24.6 Clerical: Skilled 917 80.2 226 19.8 Sesi-skilled: Unskilled 1032 80.2 255 19.8 Others 222 81.6 50 18.4
Strata of Respondent Urban 2716 79.0 722 21.0 Rural 397 80.4 97 19.6
State of Respondent
Pen 640 85.6 108 14.4 Sar 291 72.6 110 27.4
Kel 339 88.1 46 11.9
Sab 138 55.4 111 44.6 Job 548 81.5 124 18.5
Sel 639 76.7 194 23.3
FT 522 79.9 131 20.1 205
heel 3.1
lace of Tatar by Sex, Race, SES,State aid Strati
Race of Tutors
Malay Chinese Indian Others
% K% K % N % N
Sex of Respoldeat 268 13.8 54 2.8 Male 701 36.1 917 47. 43.2 249 13.9 45 2.5 Fesale 726 40.4 776
Race of Respoadeat 110 8.6 19 1.5 Malay 857 67.3 287 22.5 63.5 203 10.8 35 1.9 Chinese 448 23.9 1191 177 48.0 3 0.8 Indian 69 18.7 120 32.5 43.8 27 12.4 42 19.4 Others 53 24.4 95
SES of Respoadeat 24 2.7 Professional: Managerial 304 34.3 430 48.5 128 14.4 27 2.6 Clerical: Skilled 325 31.2 526 50.5 163 15.7 11.7 33 2.6 Seli-skilled: Unskilled 580 45.7 508 40.0 149 39 14.6 10 3. Others 124 46.3 95 35.4
Strata of Respoadeat 464 14.4 93 2. Urban 1160 36.0 1509 46.8 10.6 6 1. Rural 264 52.6 179 35.7 53
State of lespoadeat 6 0. Pen 145 21.4 452 66.6 76 11.2 4.6 12 3. Sar 108 27.7 252 64.6 18 2 0.5 3 O. Kel 419 94.4 20 4.5 6.0 38 15. Sab 75 30.2 120 48.4 15 8.0 Joh 220 35.0 358 57.0 50 37.6 235 30.7 24 3. Sel 219 28.6 288 16 2.8 FT 241 41.5 203 34.9 121 20.8 I
206 1 IAnnex 3.10 IClassSituation by Sex, Race, SES, Strata aid State
Interesting Moderate Boring 1
N S k % k %
1
Sex of Respondent 52.0 49 2.2 Male 1031 45.8 1171 1 42 2.0 Fenale 717 34.7 1306 63.2
1 Race of Respondent 2.4 Malay 490 33.8 926 63.8 35 1.5 Chinese 932 42.5 1227 56.0 33 184 41.8 12 2.7 Indian 244 55.5 1 60.1 11 4.7 Others 82 35.2 140
1 SES of Respondent 30 2.9 Professional: Managerial 479 46.1 529 51.0 2.4 Clerical: Skilled 523 42.5 678 55.1 30 1.5 eli-skilled: Unskilled 505 35.2 910 63.4 21 I S 1.3 Others 139 45.7 161 53.0 4
1 Strata of Respondent 87 2.3 Urban 1598 42.5 2073 55.2 IRural 145 26.5 399 72.8 4 0.7
State of Respondent 11 1.4 Pen 346 43.1 445 55.5 I 9 2.1 Sar 171 40.1 246 57.7 4 0.8 Kel 142 29.8 330 69. 7 2.7 Sab 79 30.5 173 66.
1 1.2 Job 269 39.0 413 59.9 8 3.0 Sel 422 46.4 460 50.6 27 25 3.3 FT 319 42.3 410 54.4 I
207 I
IAnnex3.11 ITitor-TeicherConpare by Sex, Rice, SES, Strati lid State
Tutor-Teacher Conpare 1
Good Sch-Teacher Tutor Better No 1 Better Difference
% N % N % N 1 N
Sex of Respondent 1 Male 679 30.9 87 4.0 924 42.1 507 23.1 Felale 619 30.7 80 4.0 765 37.9 555 27.5
1 Race of Respondent Malay 388 27.7 79 5.6 409 29.2 527 37.6 I Chinese 708 32.9 56 2.6 1003 46.7 383 17.8 Indian 139 32.0 19 4.4 206 47.4 71 16.3 Others 63 27.6 13 5.7 71 31.1 81 35.5
I
SES of Respondent Professional: Managerial 308 30.4 48 4.7 453 44.8 203 20.1 I Clerical: Skilled 340 28.1 48 4.0 536 44.3 287 23.7 Seli-skilled: Unskilled 456 32.7 49 3.5 475 34.0 416 29.8 IOthers 89 30.3 14 4.8 116 39.5 75 25.5
Strata of Respondent Urban 1107 30.2 153 4.2 1553 42.4 851 23.2
I Rural 189 34.9 14 2.6 128 23.6 211 38.9
IStateof Respondeit Pen 260 33.2 26 3.3 338 43.1 160 20.4
Sar 139 33.4 8 1.9 143 34.4 126 30.3
Kel 112 25.1 16 3.6 99 22.2 219 49.1 I Sab 93 36.5 15 5.9 58 22.7 89 34.9 Joh 219 32.3 26 3.8 264 38.9 170 25.0
Sel 271 30.3 38 4.3 420 47.0 164 18.4
I FT 204 27.5 38 5.1 367 49.4 134 18.0
I 208
Annex 3.12
Percentage Oistribotiot of limber of Sobjects by Sex, Rice, SES, Strati and Stite
No. of Subjects
1 2 3 4 5 6 or sore
% N 11 N %
Sex of Respondent Male 627 27.7 538 23,8 405 17,9 256 11.3 214 9.5 223 9.9 2263 100.0 Feuale 681 32.8 463 22.3 330 15.9 199 9.6 195 9.4 209 10.12077 100.0 Total Cases 1308 30.1 1001 23.1 735 16.9 455 10.5 409 9.4 432 10.04340 100.0
Race of Respondent Malay 417 28.7 249 17.1 134 9.2 164 11.3 220 15.1 271 18.61455 100.0 Chinese 678 30.7 579 26.3 488 22.1 212 9.6 139 6.3 109 4.92205 110.0 Indian 97 21.7 11826.5 83 18.6 62 13.9 39 8.7 47 10.5 446 100.0 Others 116 49.6 55 23.5 30 12.8 17 7.3 11 4.7 5 2.1 234 100.0 Total Cases 1308 30.1 1001 23.1 735 16.9 455 10.5 409 9.4 432 10.04340 100.0
SES of Respondent Professional 229 21.9 250 23,9 229 21.9 152 14.6 106 10.2 78 7,5 1044 100.0 Skilled 325 26.2 333 26.9 218 17.6 136 11.0 115 9.3 113 9.11240 100.0 Semi-skilled 550 38.2 272 18,9 194 13.5 113 7.8 129 9.0 183 12.7 1441 100.0 Others 112 36.7 68 22.3 34 11.1 28 9,2 31 10.2 32 10.5 305 100.0 Total Cases 1216 30.2 923 22.9 675 16.7 429 10.6 381 9.5 406 10.14030 100.0
Strata of Respondent Urban 1078 28.5 878 23.2 654 17.3 410 10.8 390 10,3 369 9.83779 100.0
Rural 228 41.4 122 22.1 76 13.8 44 8.0 19 3.4 62 11.3 551 100.0 Total Cases 1306 30.2 1000 23.1 730 16,9 454 10.5 409 9.4 431 10.04330 100.0
State of Respondent
Pen 197 24.5 210 26.2 238 29.6 89 11.1 44 5.5 25 3.1 803 100.0
Sar 213 50.0 133 31.2 54 12.7 10 2.3 13 3.1 3 0.7 426 100.0
Kel 117 24.6 37 7,8 37 7.8 28 5.9 111 23.3 146 30.7 476 100.0
Sab 161 62.2 63 24.3 17 6.6 9 3.5 3 1.2 6 2.3 259 100.0
Joh 262 37.7 233 33.5 113 16.3 54 7.8 17 2.4 16 2.3 695 100.0 Sel 230 25.1 218 23,7 158 17.2 148 16.1 96 10.5 68 7.4 918 100.0
FT 128 16.8 107 14.0 118 15.5 117 15.3 125 16.4 168 22.0 763 100.0
Total Cases 1308 30.1 1001 23.1 135 16.9 455 10.5 409 9.4 432 10.04340 100.0 209
AIREI 3.13
Hoy Tutor Conducts Tuition by Sex, Race, SES, Strata and State
Coaches Delivers lectures Helps
N t N t N t N
Sex Male 2176 96.1 947 42.2 540 24.4 721 32.2 Felale 1980 95.7 839 40.9 362 18.1 710 34.5
Rice Malay 1420 97.3 569 39.5 248 17,3 589 40.8 Chinese 2090 95.2 953 43.7 529 25.0 593 27.2 Indian 425 95.3 162 36.7 95 22.0 172 38.9 Others 221 94.8 102 44.2 30 13.5 77 33.6
SES Professional: Managerial 1008 96.6 382 37.1 173 17.0 401 39.0 Clerical:Skilled 1188 96.1 502 40.8 281 23.2 390 31.8 Seli-Skilled: Unskilled 1367 94.9 649 45.4 328 23.7 434 30.3 Others 295 96.7 127 42.5 55 18.6 106 35.0
Strata Urban 3621 96.0 1515 40.6 781 21.3 1294 34.7 Rural 525 95.3 268 48.9 120 22.6 135 24.5
State Pen 772 96.0 354 44.4 205 26.7 208 26,1
Sar 398 93.9 202 48.0 87 21,0 113 26.8
Kel 469 98.1 177 37.4 79 17.0 171 36.3
Sab 245 95.0 124 48.4 48 19.4 67 26.0 Joh 660 95.2 265 38.4 129 19.0 177 25.5
Sel 885 96.5 345 38.3 186 20.7 373 41.2
FT 727 95.8 319 42.3 168 22.9 322 43,1
(continued) 210
ANNEX 3.13
Hoy Liter Condicts Toitiox by Sex, Pace, SES, Strata and State
Work lile Explains Tuition
little Exercises
N N % N % %
Sex 1 1761 78.3 Male 1985 87.6 1188 53.0 129 5.8 82.0 Female 1797 86.9 1090 53.3 117 5.7 1692
1 Race 99 1195 82.3 Malay 1312 90.0 737 51.1 6.9 1692 77.3 Chinese 1861 84.8 1121 51.7 106 4,9 90.1 281 63.1 21 4.8 369 83.9 1 Indian 402 197 84.5 Others 207 88.1 139 60.2 20 8.7
1 SES Professional: Managerial 927 88.9 609 59.6 57 5.6 834 81.0 Clerical:Skilled 1083 87.5 689 56.1 66 5.4 988 80.1 1140 79.3 1 Semi-Skilled: Unskilled 1234 85.8 672 47.0 83 5.8 81.8 Others 275 90.2 166 55.5 18 6.0 247
1 Strata Urban 3293 87,4 2001 53.7 214 5.7 2991 79.8 Rural 478 86.1 270 49.4 31 5.7 452 81.7 1
State I Pen 687 85.6 395 50.1 33 4.2 669 83.9 Sir 350 82.4 219 51.4 22 5.2 362 85.2
Kel 432 90.6 238 50.2 29 6.1 396 83.0
Sab 225 86.9 141 55.3 24 9.4 207 80.5 I Job 605 86,9 363 52.5 34 4.9 524 75.3
Sel 807 88.5 520 57.6 57 6.3 718 79.2
FT 676 88.8 402 53.8 47 6.3 577 76.5 I(continued)1 211
ANNEX 3.13
How Tutor Conducts Tuition by Sex, Race, SES, Strata and State
Explains Holework Answers Covers a Lot Ouestions
Sex Male 2135 94.4 1751 77.6 2187 96.6 2125 94.0 Fesale 1943 93.9 1657 80.1 1992 96.2 1936 93.6
Race Malay 1349 92.7 1086 74.9 1412 96.8 1404 96.2 Chinese 2095 95.3 1764 80,3 2116 96.4 2015 91,9 Indian 418 94.4 366 82.4 429 96.2 419 94.6 Others 216 92.3 192 82.1 222 94.5 223 95.3
SES Professional: Managerial 989 95.1 831 80.0 1007 96.8 982 94.8 Clerical:Skilled 1170 94,4 995 80.4 1207 97.6 1152 93.1 Semi-Siilled: Unskilled 1343 93.5 1101 76.7 1369 95.0 1342 93.0 Others 283 93.4 248 81.8 297 97.1 285 94.1
Strata Urban 3540 94.0 2966 78.8 3642 96.6 3533 93.9 Rural 527 95.1 431 78,2 526 94.8 518 93.5
State Pen 771 95.9 681 84,8 760 95.1 744 93.4
Sar 404 94.6 350 82.0 405 94.8 375 88.0
Kel 457 95.4 365 77,0 467 97.5 459 95.8
Sab 233 91.0 202 78,3 251 96.9 248 95.8 Joh 657 94.5 534 76.8 674 97.0 648 93.5
Sel 85: 93.4 742 81.4 885 96.7 866 95.0
FT 704 92.9 534 70,5 737 96.8 721 94.6
icontinuedl 212
AIKEN 3.13
How Tutor Conducts Tuition by Sex, lace, SES, Strata and State
Revises Extras Past Questions
N t N t N
Sex 1968 87.0 Male 1457 65.1 1967 87.2 85.9 1797 86.9 Female 1250 60.9 1780
lace 1291 88.8 Malay 819 56.8 1268 87.1 85.6 Chinese 1447 66.6 1910 87.1 1880 89.6 Indian 311 70.7 383 86.3 398 196 83.4 Others 130 55.6 186 78.8
SES Professional: Managerial 731 70.9 868 83.8 906 87.1 Clerical:Skilled 805 65.6 1077 87.0 1081 87.5 Semi-Skilled: Unskilled 796 55.8 1269 88.1 1241 86.2 87.5 Others 188 63.3 269 88.5 267
Strata 87.2 Urban 2111 64.6 3233 85.; 3281 473 85.1 Rural 286 52.5 503 90.6
State 87.3 Pen 587 74.1 729 91.4 697 362 Sar 206 48.7 356 83.2 84.6
Kel 235 50.1 445 92.9 429 90.3 81.4 Sab 116 44.8 198 76.4 210 84,0 Job 373 54.0 604 87.0 584
Sel 635 70.0 763 83.7 806 88.3
FT 555 73.8 652 86,0 671 88.7 213
Annex 3.14
Percentage Distribution of V26 by Sex, Race, SES, Strata and State
Have you faced any Total Cases difficulty in paying your tuition fees
Yes No N %
N % N %
Grand Total 1017 23.5 3316 76.5 4333 100.0
Sex of Respondent Male 569 25,1 1689 74.8 2258 100.0 Fesale 448 21.6 1627 78.4 2075 100.0 Total Cases 1017 23.5 3316 76,5 4333 100.0
Race of Respondent Malay 351 24.2 1102 75.8 1453 100.0 Chinese 478 21.7 1720 78.3 2198 100.0 Indian 125 29.0 322 72.0 447 100.0 Others 63 26.8 172 73.2 235 100.0 Total Cases 1017 23.5 3316 76.5 4333 100.0
SES of Respondent Professional 128 12.2 909 87.7 1037 100.0 Skilled 240 19.4 997 80.6 1237 100.0 5HO-skilled 479 33.1 966 66.9 1444 100.0 Others 86 28.1 220 71.9 306 100.0 Total Cases 932 23.2 3092 76.8 4024 100.0
Strata of Respondent Rural 810 21.5 2956 78.5 3766 100.0 Urban 204 36.7 352 63.3 556 100.0 Total Cases 1014 23.5 3308 76.5 4322 100,0
State of Respondent Pen 199 24.7 608 75.3 807 100.0
Sar 79 18.5 347 81.5 426 100.0
Kel 106 22.3 370 77.7 476 100.0
Sab 70 27.1 188 72.9 258 100.0 Joh 201 28.8 496 71.2 697 100.0
Sel 199 21.9 711 78.1 910 100.0
FT 163 21.5 596 78.5 759 100.0 Total Cases 1017 23.5 3316 76.5 4333 100.0 214
Annex 3.16
Percentage Distribution of lager of Subjectsby Sex, Race, SES, Strata and State
No.of Subjects Total Cases
9 10
N t N $
Sex of Respondent 2263 52.1 Male 10 66.7
1 100.0 2077 47.9 Female 5 33,3 4340 100.0 Total Cases 15 100.0 1 100.0
Race of Respondent 1456 33.5 Malay 8 53.3 1 100.0 2205 50.8 Chinese 5 33.3 446 10.3 Indian 2 13.3 233 5.4 Others 100.0 Total Cases 15 100.0 1 100.0 4340
SES of Respondent 1045 25.9 Professional 5 33.3 1241 30.8 Skilled 1 6.7 1442 35,8 Semi-skilled 8 53.3 1 100.0 305 7.6 Others 1 6.7 100.0 Total Cases 15 100.0 1 100.0 4033
Strata of Respondent 3781 87.3 Urban 13 86.7 1 100.0 549 12.7 Rural 2 13.3 Total Cases 15 100.0 1 100.0 4330 100.0
State of Respondent 18.5 Pen 2 13.3 803
Sar 426 9.8 11.0 Kel 5 33.3 476 6.0 Sab 259
Joh 695 16.0 918 21.2 Sel 1 6.7 763 17.6 FT 7 46.7 1 100.0 4340 100.0 Total Cases 15 100.0 1 100.0 215
Annex 3.17
Percentage Distribution of Tuition fees by Sex, Race, SES, Strata and State
Tuition Fees Total Cases
$2-$20 $21-$40 $41-$60 $61-$80 $81-$100 $101-$600 N
N S % N % N % % N %
Sex of Respondent Male 499 47.8 612 50.0 483 54.8 204 57.1 114 51.4 199 56.2 2111 51.7 Female 545 52.2 613 50.0 399 45.2 153 42.9 108 48.6 155 43.8 1973 48.3 Total Cases 1044 100.01225 100.0 882 100.0 357 100.0 222 00.0 354 100.04084 100.0
Race of Respondent Malay 496 47.5 332 27.1 229 26.0 54 15.1 41 18.5 96 27.1 1248 30.6 Chinese 405 38.8 709 57.9 501 56.8 241 67.5 135 60.8 184 52.0 2175 53.3
Indian 87 8.3 124 10.1 98 11.1 48 13.4 29 13.1 50 14.1 436 10.7
Others 56 5.4 60 4.9 54 6.1 14 3.9 17 7.7 24 6.8 225 5.5 Total Cases 1044 100.01225 100.0 882 100.0 357 100.0 222 100.0 354 100.04084 100.0
SES of Respondent Professional 126 13.1 234 20.8 245 29.8 146 43.1 74 35.6 192 54.8 1007 26.6 Skilled 219 22.7 363 32.3 313 38.1 129 38.1 89 42.8 92 27.7 1205 31.8 Semi-skilled 530 54.9 432 38.4 206 25.1 51 15.0 37 17.8 38 11.4 1294 34.1
Otners 90 9.3 36 8.5 58 7.1 13 3.8 8 3.8 20 6.0 285 7.5 Total Cases 965 100.0 1125 100.0 822 100.0 339 100.0 208 100.0 332 100.03791 100.0
Strata of Respondent urban 755 72.5 1091 89.4 843 95,7 349 97.8 213 96.8 353 99.7 3604 88.5
Rural 286 27.5 130 10.6 38 4.3 8 2.2 7 3.2 1 0.3 470 11.5 Total Cases 1041 100.01221 100.0 881 100.0 354 100.0 220 100.0 354 100.04074 100.0
State of Respondent
Pen 235 22.5 243 19.8 154 17.5 68 19.0 51 23.0 56 15.8 807 19.8
Sar 64 6.1 166 13.6 87 9.3 45 12.6 37 16.7 22 6.2 421 10.3
Kel 194 18.6 104 8.5 23 2.6 1 0.3 4 1,8 6 1.7 332 8.1
Sab 66 6.3 44 3.6 72 8,2 12 3.4 23 10,4 18 5,1 235 5.8
Joh 275 26.3 223 18.2 106 12.0 43 12.0 13 5.9 19 5.4 679 16.6
Sel 129 12.4 252 20.6 194 22.0 133 37.3 51 23.0 128 36.2 887 21.7
FT 81 7.8 133 15.8 246 27.9 55 15.4 43 19.4 105 29.7 723 17.7 Total Cases 134 100.01225 100.0 882 100.0 357 100.0 222 100.0 354 100.04084 100.0 216
Annex 3.18
Percentage Distribution of V31A by Sex, Race, SES, Strataand State
No. of Subjects
5 N % 1 2 3 4 6 or lore N%N%N%N% N%N%
Sex of Respondent 329 46.9 Male 266 47.1 47 42.3 12 63.2 4100.0 2100.0 1100,9 373 53.1 Female 299 52.9 64 57,7 7 36.8 1100.0 702 100,0 Total Cases 565 100.0 111 100.0 19100.9 4100.0 2100.9
Race of Respondent 110 15.7 Malay 92 16.3 13 11.7 2 10.5 3 75.0 1 100.0 461 65.7 Chinese 371 65.7 75 67.6 11 57.9 1 25.0 2 100.0 87 12.4 Indian 69 12.2 14 12.6 4 21.1 44 6.3 Others 33 5.8 9 8.1 2 10.5 1100.0 702 100.0 Total Cases 565 100.0 Ill100.0 19100.0 4100.0 2 100.0
SES of Respondent 301 45.3 Professional 230 43.0 58 55.8 9 47.4 3 75.0 1 50.0
1 1100.9 230 34.6 Skilled 190 35.5 31 29.8 6 31.6 1 25.0 50,0 105 15.8 Semi-skilled 92 17.2 12 11.5 1 5.3 29 4.4 Others 23 4.3 3 2.9 3 15.8 665 100.0 Total Cases 535 100.0 104 100.0 19 100,0 4100.0 2109.0 1100.9
Strata of Respondent 1 100,0 661 94.3 Urban 529 93.8 108 97.3 17 89.5 4100,0 2100.0 40 5.7 Rural 35 6.2 3 2,7 2 10.5 Total Cases 564 100.0 111 100,0 19100.0 4100.9 2103.0 1100.0 701 100.0
State of Respondent 155 Pen 130 23.0 21 18.9 1 21.4 22.1 83 Sar 69 12.2 12 10.8 2 10.5 11.8 13 1.9 Kel 11 1,9 1 0.9 1 5.3
Sab 33 5.8 2 1.8 35 5.0 92 Job 73 12.9 14 12.6 5 26.3 13.1
Sel 164 29.0 39 35.1 4 21.1 1 25.0 1 50.0 1109,9 210 29.9
Fi 85 15.0 22 19.8 3 15.8 3 75.0 1 50.0 114 16.2 Total Cases 565 100.0 111 100.0 19 100.0 4100.0 2190.9 1109.9 702 100.0 217
Annex 3.19
Percentage Distribution of V318 by Sex, Rice, SES, Strati and Stite
No, of Hours Spent at Tuition for Non-School Subjects Total Cases
(5 hrs 6-10 hrs 11-15 hrs 16-20 hrs )20 hrs N NS NS NS NS NS
Sex of Respondent Male 97 40.9 90 40.5 60 63.2 37 50.7 41 64.1 325 47.0 Female 140 59.1 132 59.5 35 36.8 36 49.3 23 35.9 366 53.0 Total Cases 237 100.0 222 100.0 95 100.0 73 100.0 64 100.0 691 100.0
Race of Respondent 15,1 Malay 33 13.9 26 11.7 13 13.7 20 27.4 12 18,8 .104 Chinese 165 69.6 154 69.4 61 64.2 38 52.1 40 62.5 458 66.3 Indian 27 11.4 30 13.5 13 13.7 10 13.7 7 10.9 87 12,6 Otners 12 5.1 12 5.4 8 8,4 5 6.8 5 7.8 42 6.1 Total Cases 237 100.0 222 100.0 95 100,0 73 100.0 4 100.0 691 100,0
SES of Respondent
Professional 95 42,4 114 53.5 41 44.6 26 38.8 24 40.7 300 45.8 Skilled 84 37.5 67 31.5 30 32.6 24 35.8 17 28.8 222 33.9 Semi-skilled 39 17.4 21 9.9 18 19.6 14 20.9 11 18.6 103 15.7
Others 6 2.7 11 5,2 3 3.3 3 4.5 7 11.9 30 4.6 Total Cases 224 100.0 213 100.0 92 100.0 67 100.0 59 100.0 655 100.0
Strata of Respondent Urban 219 92.8 211 95.0 88 92.6 70 95.9 62 96.9 650 94.2
Rural 17 7.2 11 5.0 7.4 3 4.1 2 3.1 40 5.8 Total Cases 236 100,0 222 100.0 95 100.0 73 100.0 64 100.0 690 100.0
State of Respondent
Pen 70 29.5 42 18.9 15 15.8 13 17.8 11 17.2 151 21.9
Sar 19 7.6 21 9.5 6 6.3 17 23.3 19 29.7 81 11.7
Kel 8 3.4 1 0.5 I 1.1 2 2.7 1 1,6 13 1.9
Sao 10 4.2 6 2.7 5 5.3 4 5.5 3 4.7 28 4.1
Joh 35 14.8 28 12.6 28 29.5 91 13.2
Sel 56 23.6 88 39.6 25 26.3 24 32.9 20 31.3 213 30.8
FT 40 16.9 36 16.2 15 15.8 13 17.8 10 15.6 114 16.5 Total Cases 237 100.0 222 100.0 95 100.0 73 100.0 64 100.0 691 100.0 218
Annex 3.20
Percentage Distribution of V31C by Sex, Race, SES, Strata andState
Total Fee Spent on Tuition for Non-School Subjects Total Cases
% ( $40 $41-$80 $81-$120 $121-$160 $161-200 > $201 N N %NliNlik%N%N%
Sex of Respondent 4 25.0 7 36.8 323 46.9 Male 226 65.7 54 32.3 22 19.6 10 32.3 12 75.0 12 63.2 366 53.1 Female 118 34.3 113 67.7 90 80,4 21 67.7 16102.0 19100.2 685 100.0 Total Cases 344 100.0 167 100.0 112 100.0 31100.0
Race of Respondent 2 6.5 3 18.8 2 10.5 106 15.4 Malay 77 22.4 17 10.2 5 4.5 25 80.6 9 56.3 17 89.5 453 65.7 Chinese 194 56.4 122 73.1 86 76.8 2 12.5 86 12.5 Indian 51 14.8 19 11.4 11 9.8 3 9.7 44 1 3.2 2 12.5 6.4 Others 22 6.4 9 5.4 10 8.9 16122.0 19100.2 689 100.0 Total Cases 344 100.0 167 100.0 112 100.0 31100.0
SES of Respondent 81.3 11 61.1 296 45.4 Professional 111 34.4 79 49.1 64 61.0 18 62.1 13
3 18.8 6 33.3 224 34.4 Skilled 111 34.4 59 36.6 35 33.3 10 34.5 3.4 103 15.8 Semi-skilled 70 24.1 19 11,8 5 4.8 i 1 5.6 29 4.4 Others 23 7.1 4 2.5 1 1.0 18120.0 652 100.0 Total Cases 323 100.0 161 100.0 105 100.0 29100.0 16100.0
Strata of Respondent 16120.3 19120.0 650 94.5 Urban 317 92.4 157 94.0 111 99.1 30 96.8 38 5.5 Rural 26 7.6 10 6.0 1 0.9 1 3.2 19 100,0 688 100.0 Total Cases 343 100.0 167 100.0 112 100.0 31100.2 16 100.0
State of Respondent
3 18.8 3 15.3 149 21.6 Pen 75 21.8 45 26.9 21 18.8 2 6.5
3 9.7 1 5.3 81 11.8 Sar 44 12.8 22 13.2 11 9.8 13 1.9 kel 11 3.2 : 1,2 33 4.8 Sab 24 7.0 9 4.8 1 0.9
1 5.3 91 13.2 ion 49 11.2 25 15.0 13 11.6 3 9.7 57.9 210 30.5 Sel 89 25.9 42 25.1 42 37.5 18 58.1 8 50.0 11
5 3 15.8 112 16.3 FT 52 15.1 23 13.8 24 21.4 5 16.1 31.3 699 100.0 Total Cases 344 100.0 167 100.0 112 100.0 31100.0 16120.0 19100.3 219
Annex 3.21
Percentage Distribution of V310 by Sex, Race, SES, Strata and State
Travel Hours Spent on Tuition for Non-School Subjects Total Cases
(1 hrs 2-3 hrs 4-5 hrs 6-7 hrs 8-14 hrs N S N %N%N%N%N%
Sex of Respondent
Male 193 43.5 64 55.2 19 52.8 8 50.0 16 76.2 300 47.4
Female 251 56.5 52 44.8 17 47.2 8 50.0 5 23.9 333 52.6 Total Cases 444 100.0 116 100.0 36 100.0 16 100.0 21 100.0 633 100.0
Race of Respondent
Malay 67 15.1 16 13.9 8 22.2 2 12.5 5 23.8 93 15.5
Chinese 306 68.9 70 60.3 17 47.2 10 62.5 12 57.1 415 65.6
Indian 50 11.3 18 15.5 7 19.4 4 25.0 2 9.5 81 12.8 Others 21 4.7 12 10.3 4 11.1 2 9.5 39 6.2 Total Cases 444 100.0 116 100.0 36 100.0 16 100.0 21 100.0 633 100.0
SES of Respondent Professional 209 48.9 38 34.5 10 37.0 6 37.5 10 50.0 273 45.5
Skilled 151 35.4 37 33.6 9 33.3 5 31.3 6 30.0 208 34.7 94 Semi-skilled 53 12.4 26 23.6 7 25.9 5 31.3 3 15.0 15.7
Others 14 3.3 9 8.2 I 3,7 1 5.0 25 4.2 Total Cases 427 100.0 110 100.0 27 100.0 16 100.0 20 100.0 600 100.0
Strata of Respondent Urban 420 94,8 108 93.1 34 94.4 14 87.5 19 90.5 595 94.1
Rural 23 5.2 8 6.9 2 5.6 2 12.5 2 9.5 37 5.9
Total Cases 443 100.0 116 100.0 36 100.0 16 100.0 21 100.0 632 100.0
State of Respondent
Pen 104 23.4 27 23.3 IL 33.3 4 25.0 2 9.5 149 23.5
Sar 43 9.7 23 19.8 6 16.7 5 31.3 3 14.3 80 12.6
Kel 11 2.5 1 0.9 4.8 13 2.1
Sab 11 2,5 10 8.6 5 13.9 1 6.3 2 9.5 29 4.6
Job 62 14.0 16 13.8 2 5.6 2 12.5 4 19.0 86 13.6
Sel 153 34.5 15 12.9 1 6.3 2 9.5 171 27.0
FT 60 13.5 24 20.7 11 30.6 3 18.8 7 33.3 105 16.6
Total Cases 444 100.0 116 100.0 36 100.0 16 100.0 21 100.0 633 100.0 220
Annex 3.15
Perceatage Distribution of lo. of Subjects by Sex,Race, SES, Strata and State
No. of Subjects
4 5 6 7 8 1 2 3
N t k t k t N N t N S N t NS xxxx 100.0xxxx
Sex of Respondent 214 52.3 111 47.8 58 54.7 44 56.4 Male 627 47.9 538 53.7 405 55.1 256 56.3 43.7 195 47.7 121 52.2 48 45.3 34 43.6 Fesale 681 52.1 463 46.3 330 44.9 199 100.0 232 100.0 106 100.0 78 100.0 Total Cases 1308 100.0 1001 100.0 735 100.0 455 100.0 409
Race of Respondent 220 53.8 125 53.9 78 73.6 59 75.6 Malay 418 32.0 249 24.9 134 18.2 164 36.0 139 34.0 67 28.9 23 21.7 14 17.9 Chinese 678 51.8 579 57.8 488 66.4 212 46.6 39 9.5 37 15.9 4 3.8 4 5.1 Indian 97 7.4 118 11.8 83 11.3 62 13.6 11 2.7 3 1.3 1 0.9 1 1.3 Others 115 8.8 55 5,5 30 4.1 17 3.7 409 100.0 232 100.0 106 100.0 78 100.0 Total Cases 1308 100.0 1001100.0 735 100.0 455 100.0
SES of Respondent 51 23.7 12 11.9 10 13.7 Professional 229 18.8 250 27.1 230 34.0 152 35.4 106 27.8 28.8 23 22.5 27 37.0 Skillea 326 26.8 333 36.0 218 32.2 136 31.7 115 30.2 62 86 40.0 58 56.9 30 41.1 Seli-skilled 550 45.2 273 29.5 194 28.7 113 26.3 129 33.9 16 7.4 9 8.8 5 9.2 Otners 112 9.2 68 7.4 34 5.0 28 6.5 31 8.1 100.0 102 100.0 73 100.0 Total Cases 1217100.0 924 100,0 676 100.0 429 100.0 381 100.0 215
Strata of Respondent 219 94.4 86 81.9 50 64.1 Ornan 1078 82.5 879 87.9 655 89.7 410 90.3 390 95.4 5.6 19 18.1 28 35.9 Rural 228 17.5 121 12.1 75 10.3 44 9.7 19 4.6 13 105 100.0 78 100.0 Total Cases 1306 100.01000 100.0 730 100.0 454100.0 409 100.0 232 100.0
State of Respondent 44 10.8 20 8.6 3 2.8 Pen 197 15.1 210 21.0 238 32.4 89 19.6 0.9 2 2.6 Sur 213 16.3 133 13.3 54 7,3 10 2.2 13 3.2 59 25.4 49 46.2 33 42.3 Kel 117 8.9 37 3.7 37 5.0 28 6.2 111 27.1 1 0,4 4 3.9 1 1.3 Sab 161 12.3 63 6.3 17 2.3 9 2.0 3 0.7 2 1.9 1 1.3 ion 262 20.0 233 23.3 113 15.4 54 11.9 17 4.2 13 5.6 53 11 10.4 3 3.8 Sel 230 17.6 218 21.8 158 21.5 148 32.5 96 23.5 22.8 36 34.0 38 48.7 FT 128 9.8 107 10.7 118 16.1 117 25.7 125 30.6 86 37.1 106 78 100.0 Total Cases 1308100.0 1001 100.0 735 100.0 455 100.0 409 100.0 232100.0 100.0