Fee-charging private tutoring and educational inequality: voices of secondary school students in Türkiye

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dc.authoridHajar, Anas/0000-0001-7513-9689
dc.authoridATMACA, TANER/0000-0001-9157-3100
dc.authoridAypay, Ahmet/0000-0003-0568-8409
dc.contributor.authorAypay, Ahmet
dc.contributor.authorHajar, Anas
dc.contributor.authorAtmaca, Taner
dc.date.accessioned2025-10-11T20:48:21Z
dc.date.available2025-10-11T20:48:21Z
dc.date.issued2025
dc.departmentDüzce Üniversitesien_US
dc.description.abstractThis quantitative study, grounded in Entrich's (2018) model of educational inequality, examines the nature and implications of fee-charging private tutoring among 623 Grade 12 students in T & uuml;rkiye. The findings reveal that 76% of participants engaged in tutoring, primarily to prepare for university entrance examinations in subjects such as mathematics and physics. Regression analyses indicate that tutoring frequency and perceived effectiveness were associated with students' views on tutor competence, exam-related motivations, and the role of families in arranging tutoring. While tutoring proved academically beneficial for some, it also placed financial pressure on nearly half of the participants' families and disproportionately favoured students from more educated and economically advantaged households. These patterns suggest that private tutoring reinforces existing educational inequalities. The study contributes to the limited literature on students' perspectives within T & uuml;rkiye's shadow education sector and offers valuable insights for education policymakers. Practical implications include the need for targeted regulation, financial support mechanisms for disadvantaged students, and improvements in public school quality to reduce reliance on private tutoring. Without coordinated reforms, the growth of fee-based tutoring may continue to undermine national and international goals for inclusive and equitable education.en_US
dc.identifier.doi10.1080/14767724.2025.2498001
dc.identifier.issn1476-7724
dc.identifier.issn1476-7732
dc.identifier.scopus2-s2.0-105004437107en_US
dc.identifier.scopusqualityQ1en_US
dc.identifier.urihttps://doi.org/10.1080/14767724.2025.2498001
dc.identifier.urihttps://hdl.handle.net/20.500.12684/21866
dc.identifier.wosWOS:001484023600001en_US
dc.identifier.wosqualityN/Aen_US
dc.indekslendigikaynakWeb of Scienceen_US
dc.indekslendigikaynakScopusen_US
dc.language.isoenen_US
dc.publisherRoutledge Journals, Taylor & Francis Ltden_US
dc.relation.ispartofGlobalisation Societiesand Educationen_US
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/closedAccessen_US
dc.snmzKA_WOS_20250911
dc.subjectShadow educationen_US
dc.subjectfee-charging private tutoringen_US
dc.subjecteducational inequalityen_US
dc.subjectaccess to higher educationen_US
dc.subjectquantitative studyen_US
dc.subjectT & uuml;rkiyeen_US
dc.titleFee-charging private tutoring and educational inequality: voices of secondary school students in Türkiyeen_US
dc.typeArticleen_US

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