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ATTTUDE OF INTERMEDIATE PUPILS TOWARDS

PRIVATE TUTORING IN SELECTED

PRIVATE SCHOOLS IN

TANAUAN, CITY

A Thesis ProposalPresented to

The Faculty of College of Teacher EducationBatangas State University JPLPC

alvar Ca!pus

"n Partial Fulfill!ent#f the $e%uire!ents for the &egreeBachelor i Ele!e"ar# E$%ca"io

By

'ana(a) Jerline C*Litcher) Jane "*

Si!an) Lorna *

January +,-.Cha&"er I

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THE PROBLEM

I"ro$%c"io

Living in the +-st century) a literate populace is !ore vital than ever* This

re%uire!ent is nor!ally perceived to (e of i!!ense i!portance due to the e!ergence of

a highly co!petitive and integrated international econo!y) fast technological

advance!ent) and a gro/ing 0no/ledge (ase that have continuous profound i!pact on

their daily lives* This situation gives a notion that the only /ay to (e prepared and (e

accusto!ed to these changes is through education* "t is also the stepping1stone for the

(etter future) and to succeed in developing various tools and techni%ues /ith /hich to

forge the path/ays of progress* 2ith this) educators play a very i!portant role for in their

hands lie the tas0 of educating the people) /hich can (e called as future agents of change*

"n addition) it is i!portant that the ne3t generation needs to (e scientifically

literate in order to cope up /ith the local and glo(al changes /hich are necessary to

develop his capacity for independent actions) initiative and responsi(ility4 and the

language of ti!e as /ell* At this ti!e of advance!ent) the young ones are those /ho

should (e carrying the responsi(ility for the changes to/ards the organi5ational

co!petitive advantage*

"nvesting in education is seen as one of the funda!ental /ays in /hich nation

states and their citi5ens can !ove to/ard long1ter! develop!ent goals and i!prove (oth

social and econo!ic standards of living* "n this light) the govern!ent in the country

provides supple!entary (udget for education to (e allotted for instructional !aterials

teacher preparation and physical facilities* Further) it also creates intervention progra!

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li0e 61-+ Education to !a0e the educational syste! parallel to other progressive

countries*

"n the Philippines) education is regarded as the first priority of parents (ecause it is

a co!!on (elief that this is their only legacy to their children* Parents usually invest on

for!al education for they (elieve that it is the real 0ey to success* Besides) it is very

evident today that having a for!al education !a0e people easier to sociali5e) and !ost

especially) to get sta(le 7o( /hich is the ulti!ate goal of the people*

But then) it is very evident today that there are parents /ho still see0 for !ore than

the for!al education) so they also see0 private tutors for their 0id8s individuali5ed

attention* "ndividualis! has intensified the need for privati5ation of education and

learning) !a0ing one1to1one private tutoring a popular option*

The reason /hy people today are de!anding to increase the %uality of education is

that they fir!ly (elieve that it /ould provide the! a future /ith high living standards as

/ell as a high level of /elfare* Further) (ecause (oth the parents and students today are

/orried that the education provided in schools /ould not (e sufficient enough) they feel

o(liged to search for different !ethods* #ne of the (est solutions to this is the Shado/

Education or !ore co!!only 0no/n as Private Tutoring*

"n foreign countries) Private Tutoring is also called as Shado/ Education* Shado/

Education /as developed to the !ainstrea! education (ut /ith different characteristics*

"t is a /idely used ter! that covers various for!s of private courses* "n recent decades)

shado/ education has greatly e3panded) and it has far1reaching econo!ic) social and

educational i!plications 9European Co!!ission +,--:*

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Shado/ education !oreover) is considered or said to (e a supple!entary tutoring*

The !etaphor is use (ecause !uch tutoring !i!ics the !ainstrea! school syste!* "t is

said that any ne/ curricula added and introduce to the for!al education or the

!ainstrea! /ill also appear shado/ in due course* As the !ainstrea! e3pands) so as the

shado/*

any fa!ilies have given their opinions regarding this* For the!) the provision of

!ainstrea! schooling is inade%uate to !eet all their e3pectations) and particularly for the

achieve!ent of their children in relation to that of other young people* "t is also said that

private supple!entary tutoring of various 0inds is used to (ridge the gap) to i!prove and

!aintain their children8s co!petitive advantage*

But then) there are negative perceptions to the supple!entary schooling* "f left to

!ar0et forces) tutoring is li0ely to !aintain social ine%ualities and can create e3cessive

pressure for young people /ho have insufficient ti!e for non1acade!ic activities*

Additionally) school teachers providing e3tra tutoring in e3change for fees fro! their

o/n pupils is definitely another serious pro(le!* 9Bray) +,-,:* But still) for so!e people

!ay (e) e3tra lessons for the children are essential for their acade!ic success*

There are !any reasons /hy people today in this !odern /orld have !a7or

interest to Private Tutoring* So!e reasons /ould (e; parents do not have ti!e to tutor of

their children4 parents hope that their children /ill have high acade!ic achieve!ent in

school) and parents are not satisfied /ith pu(lic school education*

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"n Tanauan City) there are nu!erous private schools /hich offer Shado/

Education such as ontessori East Ele!entary School* Lily $ose School) St* John

Acade!y) Jesus is Lord Church and others*

2ith the recogni5ed significance of education that is crucial for the success of

one8s nation as discussed previously) this study /as conceptuali5ed* The desire to enrich

the %uality of (asic education !otivated the researchers to deter!ine the attitude of the

pupils to/ards Private Tutoring in selected private schools in Tanauan City /ith the end

vie/ of generating findings that has a profound i!plication to the Private Tutoring

Progra!*

As future ele!entary teachers) this study /ould help the researchers understand

the role of tutorial in strengthening students8 perfor!ance in class and ho/ this said

perfor!ances /or0) and i!pact to attitude to/ards it* ost i!portantly this could give

the! (aseline data on ho/ it !ay affect the %uality and e%uity in the educational syste!*

S"a"e!e" o' "he Pro(le!

This study /ill atte!pt to deter!ine the attitude of the inter!ediate pupils on

Private Tutoring in selected private schools in Tanauan City /ith an end vie/ of

deter!ining the i!plication of the findings to the private tutoring progra!*

Specifically) it ai!s to see0 ans/er to the follo/ing %uestions;

- 2hat is the profile of the respondents in ter!s of;- Se34+ Socio1econo!ic status4< Birth #rder4= >u!(er of Si(lings4 and. Parent8s highest educational attain!ent?

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+ @o/ !ay the respondents8 attitude to/ards private tutoring (e descri(ed along

/ith the follo/ing co!ponents;+*- cognitive4+*< affective4 and

+*+ (ehavioral?< "s there a significant relationship (et/een the respondents8 profile and their

attitude to/ards private tutoring?= 2hat is the i!plication of the findings to private tutoring progra!?

Si)i'icace o' "he S"%$#

Private Tutoring has (een regarded as a !eans of strengthening the pupils8

0no/ledge in a particular discipline through a one1on1one discussionlecture*

&eter!ining the pupils8 attitude to/ards this for! of education has (een a su(7ect or a

topic to different local and international researches*

"n this vie/) this study is i!portant to the principals or school !anagers of the

private schools as it provides a %uantitative perspective on the attitude of the pupils

to/ards tutorial classes (eing conducted* @ence) the results can (e used as inputs in

deter!ining !anage!ent strategies to help the pupils i!prove their classroo!

perfor!ance*

This study /ould light up /hat is the attitude of the pupils to/ards Private

Tutoring* The teachers /ill (e a(le to (etter identify and appreciate their role in the

educative process) there(y) (eco!e !ore efficient and effective !olders of pupils as

learners and !ore co!petent and capa(le educators particularly in teaching instruction

they e!ploy* This study /ill also ac%uaint the! /ith the i!plication of Private Tutoring

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to private tutoring progra!) /hich !ay serve the! /ell in deter!ining /ays on ho/ they

can (e !ore effective teachers if the studies can (e used for further develop!ent of the

education sector*

Parents !ay (e also (enefited for the result of this study !ay infor! the! of the

attitude of their child to/ards private tutoring hence) can strengthen the a!ount of

support they give to their children and to the school as /ell*

The researchers) /ho /ill soon (eco!e ele!entary educator) /ould (e (enefited

in this study for they can (e a/are of the e3tent constraints that affect it* Through this) it

/ould encourage and !otivate the! to i!prove their present acco!plish!ent* The

findings /ill !otivate the! to (eco!e a/are of the attitude of the pupils to/ards Private

Tutoring*

Lastly) for the future researchers) the results of this study /ill serve as source of

infor!ation concerning Private Tutoring* This !ay serve as a spring(oard hoping to

sti!ulate others to undergo further researches related to the study*

Sco&e a$ Deli!i"a"io o' "he S"%$#

This descriptive study ai!s to deter!ine the attitude of inter!ediate pupils

to/ards private Tutoring in selected private schools in Tanauan City* The respondent of

this study has a total nu!(er of = pupils fro! ontessori East Ele!entary School) Lily

$ose School) Saint John Acade!y) Penleigh School) Sta* Cecilia) Tanauan "nstitute) Jesus

is Lord 9J"L:) and Christian College of Tanauan) School ear 9S: +,-=1+,-.*

This study /ill identify the profile of the pupils such as se3) socio econo!ic

status) (irth order) nu!(ers of si(lings) and parent8s highest educational attain!ent* This

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study /ill deter!ine the attitude of the inter!ediate pupils to/ards private tutoring

including the three co!ponents of attitudes*

A survey %uestionnaire /ill (e used in this study to see0 ans/ers a!ong

inter!ediate pupils and ai!s to find out /hether there is a significant relationship

(et/een the profiles and the attitude of the pupils to/ards private tutoring*

Further) researchers (elieved that it /as (est to conduct the study a!ong

inter!ediate pupils (ecause usually) they are the !ost capa(le a!ong areas in

ele!entary* The study /ill (e conducted in Tanauan City (ecause it is the !ost

convenient place for the researchers to conduct to and (ecause there are lots of private

ele!entary schools /hose pupils are usually e3posed to private tutoring*

Cha&"er II

REVIEW OF LITERATURE

This chapter presents the su!!ary of various readings /hich /ill support the

hypothesis of the study* "t also e3pounds findings of the previous studies /hich are

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relative to the present one* The data and infor!ation gathered /ill (e distri(uted in

accordance /ith conceptual and research literature*

Coce&"%al Li"era"%re

The follo/ing paragraphs deals generally) /ith the attitude to/ards private

tutoring syste! according to the three co!ponents of attitude na!ely; cognitive) affective

and (ehavioral* The essentiality of private tutoring is also stated*

For !illions of children throughout the /orld) for!al instruction does not only

end /hen the school (ell rings /hich signals the school day8s co!pletion 9Bray) +,,D:*any of the! proceed to so!e for! of supple!entary tutoring /hile others re!ain to

their school co!pounds /here they receive their tutorials (eing conducted perhaps on the

sa!e classroo! and !ay (e (y the sa!e teacher* Lot of children also receives private

tutoring even during /ee0ends) su!!er vacations or holidays*

A /ide range of types of private tutoring e3ists* At one end of the scale is one1on1

one tutoring) co!!only delivered in the ho!es in either the tutors or their students*

Alternatively) pupils !ay receive tutoring in s!all) !ediu!1si5ed or large groups* At the

e3tre!e) pupils !ay pac0 into large lecture theaters) /ith overflo/ roo!s operating /ith

video screens* #ther tutoring !ay (e provided (y the internet) and indeed can (e

conducted across national and even continental (orders* This range of types of tutoring

re%uires a corresponding range of responses (y policy1!a0ers 9Ly0ins) +,-+:*

$esearch on private tutoring have defined different !odes of private tutoring and

e3plained the uprising of private tutoring in different cultural conte3ts* &ue to such

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efforts) the shady nature of private tutoring has stepped out of the shado/s and (een put

into ne/ light*

Private tutoring is a pheno!enon that has escaped the attention of researchers)

educational planners and decision1!a0ers* ery little is 0no/n a(out its scope) scale) and

pupils8 achieve!ents and e%uality of opportunities* Because of its si5e in a nu!(er) of

countries1 and due to its nature1 that of a private service oriented at i!proving acade!ic

perfor!ance1 private tutoring has i!portant i!plications for the educational syste! as a

/hole that cannot (e ignored (y educational policies*

Planners and decision1!a0ers need to (e infor!ed of this pheno!enon and reflect

/hether it is a good or a (ad thing* "t !ay (e considered a good thing in that it provides

additional resources to nu!erous 9often1underpaid: teachers and university students*

Parents are al/ays (een ready and /illing to produce large a!ount of !oney in order to

give their children the (est preparation for and facilitate access to a higher level of

studies and to the (est schools* oreover) so!ething that needs to consider concerning

this is that) /hether it /or0s) and ho/ it affects the %uality and e%uity in the educational

syste!*

Bray 9+,,:, argues that the issues associated /ith the private supple!entary

tutoring do really need confrontation* This does not i!ply thatall aspects of private

tutoring are negative* Private tutoring helps pupils to learn and thus e3tends their hu!an

capital) /hich in turn contri(ute to econo!ic develop!ent* "t !ay also have valua(le

social functions providing constructive opportunities for children and youth to interact

/ith peers and others* Private tutoring also generates inco!es for the tutors4 and the

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tutoring !ay assist !ainstrea! teachers (y helping pupils to understand lessons /hich

other/ise !ight not have (een understood*

By contrast) it is said that teaching a 0id only /hen he is having his e3a!inations

!ay not have a good learning to ta0e place* This is due to the fact that creative learning is

said to (e gained /hen so!eone /ho is involve to this is /hole1heartedly /illing to

invest his ti!e and effort into it1 in short) GLearning ta0es ti!e*H

Besides) in the !ainstrea! education) there are school teachers and group tutors

/ho cannot satisfy the individual needs or give enough attention to each student) so

students see0 private tutors for individuali5ed attention* "ndividualis! has intensified the

need for privati5ation of education and learning) !a0ing one1to1one private tutoring a

popular option*

Those are so!e reasons /hy so!e people add that the private tutoring has a

negative i!pact to the !ainstrea! or to the for!al schooling* Aside fro! the fact that not

all of the! can (e a(le to pay for such courses) social ine%uality /ould (e very evident*

Private Tutoring is !uch less a(out supports to those /ho are in real need of

learning support those they cannot find at school) and a lot !ore a(out !aintaining

co!petitive advantages /ithin schools for students /ho are already successful and

privileged* Ela(oration on this !atter re%uires identification of a range of !otives for

see0ing tutoring*

oreover) Private Tutoring progra! strongly i!pacts the financial and social

status of individuals and school syste!s) as it reflects the changes initiated the

!ainstrea! education and resonates /ith people /orld1/ide 9&all!an1Jones +,,:*

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Private Tutoring !ay have negative di!ensions) as gauged fro! the South 6orean

e3perience* "f left to !ar0et forces) tutoring is li0ely to !aintain social ine%ualities and

can create e3cessive pressure for young people /ho have insufficient ti!e for non1

acade!ic activities* Additionally) school teachers providing e3tra tutoring in e3change for

fees fro! their o/n pupils is definitely another serious pro(le!* 9Bray)+,-,:*

Further!ore) casual o(servers tend to assu!e that the groups that receive !ost

tutoring are those) /hich are !ost in need) i*e* pupils /ho are achieving (elo/ national

nor!s for their age groups* This is certainly not the case in !any parts of the /orld* "n

East Asia) for e3a!ple) tutoring is !ore li0ely to (e received (y pupils /ho are already

perfor!ing /ell (ut /hose fa!ilies /ish to !aintain or further enhance their

perfor!ance in the co!petitive society* "n Europe the social) econo!ic and cultural

ingredients !ay differ) (ut it /ould still appear that if left to !ar0et forces tutoring is

!ore li0ely to (e received (y relatively high acade!ic perfor!ers than (y their /ea0er

counterparts* This correlates /ith disparities in fa!ily inco!es*

"n @ong 6ong) so!e !iddle class fa!ilies e!ploy private tutors as a !eans to

sy!(oli5e their social prestige and status* Spending large a!ounts of !oney hiring

private teachers represents their /ealth and care for their children* #ne father /as /illing

to spend !ore than @6I+,, per hour to hire a private tutor for his daughter in

0indergarten* oreover) e!ploying students fro! fa!ous universities /ho are already

Gsocial elitesH !eans that the e!ployers 9i*e* the parents: are the (osses of social elites*

This sy!(olic !eaning i!plies that identity for!ation stirs up an intense co!petition

(et/een fa!ilies*

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As Te!el 9+,,+: suggests) !ay(e the actual ine%uality of opportunity /ill occur if

the private courses are closed do/n* "n reality private courses can (e seen as institutions

/hich eli!inate ine%uality of opportunity) since those /ho have good financial situation

/ill one /ay or another provide a good education for their children* The ones /ho /ill

have the real pro(le! /ill (e the fa!ilies /ith lo/ inco!e*

Therefore) it 7ust e3plains that the socio1econo!ic status of every fa!ily is one

thing that !ust (e considered to/ards Private Tutoring* "t clearly insinuates that poorer

students do not have the !eans to pay for private tutoring services* As a /hole) the trend

reinforces poor education practice and ine%uality in education provision in societies* "t

reinforces social stratification and class ine%uality (ecause richer fa!ilies can access

(etter education through e!ploying private tutors /ith higher %ualification and teaching

a(ility*

As for gender role facilitator) Chodoro/ 9+,-,: theori5es during sociali5ation)

girls (eco!e Glittle /o!en (y direct and gradual i!itation of !others* Boys re7ect

fe!ininity (oth psychologically and culturally and fantasi5e !asculinity a(stractly*

Although this pheno!enon is not universal and a(solute) it provides us a /indo/ to loo0

at gender construction in @ong 6ong society* "n !ost fa!ilies in @ong 6ong) (oth

fathers and !others are /or0ing) so children often lac0 enough parental attention* ost

students prefer hiring private tutors /ith the sa!e gender as the!* Private tutors can also

serve as a !odel for gender role and !asculinityfe!ininity in the /ay that they dress

and (ehave4 they can (e regarded as gender role facilitator*

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"n the A!erican Educational $esearch 9+,,+:) the tutoring progra!s offered in

!any ele!entary and secondary schools today differ in an i!portant /ay fro!

yesterdays tutorial progra!s* "n !ost !odern progra!s) children are tutored (y peers or

paraprofessionals rather than (y regular school teachers or professional tutors* The use of

peer and paraprofessional tutors has dra!atically affected the availa(ility of tutoring

progra!s* >o longer is lu3ury availa(le only to aristocratic elite) tutoring progra!s today

open to (oys and girls in ordinary classroo!s throughout the country*

"n Tur0ey) the purpose of their private courses is defined as educating the students

on the lessons they /ish to succeed in and i!proving their level of 0no/ledge) preparing

the! for the entrance e3a!s of the ne3t level educational institution) preparing the! for

the e3a!s conducted either (y pu(lic or private institutions) encouraging the! to do

research and analyses) and speciali5ing in accordance /ith their interests and a(ilities in

order to !a0e progress in particular fields 9one) +,,,:*

Parents consider the function of schools and private courses as co!pletely

different* Private schools are seen as institutions that prepare the students for the e3a!s

and support the schools) /hereas schools are institutions /here the foundation of

education is esta(lished and /hose significance cannot (e overloo0ed* Parents thus

accept the schools as institutions) /hich fulfill certain i!portant needs of their children*

Si!ilarly) !anagers of private courses suggest that the function of these courses is not to

replace schools (ut to co!ple!ent the! 9K5de(ir) +,,,:*

The (asis of @ong 6ong education syste! is !eritocracy and co!petition 9Fung)

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and ti!e have (een used intensively on econo!ic production instead of giving guidance

to their children* 6/o0 9+,,=:) !entions the Ginsufficiency of free acade!ic guidance

fro! elder fa!ily !e!(ersH (y using the data of higher rate on private tutoring fro!

fa!ilies /ith higher educational %ualifications* Education helps social class reproduction

and those /ho can afford to go to elite private schools pay for the special Gstatus rightsH

and social net/or0s providing Gpassage of privilegeH 9Ballantine and @a!!ac0) +,,:*

Both /or0ing class and !iddle class fa!ilies e!ploy private tutors as an

educational invest!ent* The /or0ing class fa!ilies regard private tutoring as a /ay to

attain up/ard social !o(ility) /hile the !iddle class fa!ilies /ish to re!ain as social

elites* "n Bray and 6/o08s %uantitative research 9+,,

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!otivations of (oth tutors and tutees* #ther significant ele!ents in the e%uation are the

types of tutoring and the pedagogic approaches*

#ne starting point is /ith the perceptions of the students andor their fa!ilies* "t

!ay (e presu!ed that in !ost cases the perceptions are positive) (ecause other/ise the

students /ould not see0 and continue to receive tutoring*

2hen it co!es to achieve!ent in education) usually Gacade!ic achieve!entH

e3pressed (y s0ills or achieved 0no/ledge /ith grades developed (y courses studied at

schools) test scores) or (oth of the! are !eant 9Carter and 'ood) +,,etherlands) and the Fle!ish region of Belgiu!* 9@uang) +,,:*

Charter schools had larger student achieve!ent gains than traditional pu(lic schools in

!ath) reading and language usage* Private and !agnet schools had lo/er achieve!ent

gains in so!e su(7ects 9Cannata and Penalo5a) +,,M:* A study co!paring achieve!ent

according to gender in selective schools found girls had (etter scores and higher

correlations (et/een SSEE and UEE 9Bahar) +,--:*

Private Tutoring has !any types of i!pact* The !ost o(vious) is in acade!ic

achieve!ent of the child or the pupil* any people assu!e that private tutoring delivers

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positive results in acade!ic achieve!ent) reasoning that other/ise fa!ilies /ould not

invest in* 9Bray) +,-+:* @o/ever) that assu!ption /ould not al/ays (e sound* uch

depends on (oth the %uality of tutoring and the a(ilities and !otivation of the learners*

So!e tutors have e3cellent s0ills (ut /or0 /ith pupils /ho are un!otivated or not

acade!ically capa(le* By corollary) so!e pupils are !otivated and capa(le) (ut their

tutors lac0 content 0no/ledge and pedagogical s0ills*

Brec0ler 9-M=: and Jones and Clar0e 9-=:) proposed that affect) (ehavior) and

cognition are distinguisha(le) yet interrelated co!ponents of attitude* Brec0ler 9-M=:)

provides a continuu! (y /hich to !easure these attitudinal co!ponents4 Affect can vary

fro! pleasura(le 9feeling good) happy: to unpleasura(le 9feeling (ad) unhappy:*

According to the "nternational Education Journal ol* .) >o -) +,,=) (ehavior can

range fro! favora(le and supportive 9e*g*) 0eeping) protecting: to unfavora(le and hostile

9e*g*) discarding) destroying:* Li0e/ise) cognition or thoughts !ay vary fro! favora(le to

unfavora(le 9e*g*) supporting versus derogating argu!ents:) 9Brec0ler) -M=:*

Tutors have 0no/n that learner attitudes and responses are interconnected and that

a positive correlation e3ists (et/een the t/o* Burns8 study supports this /ith the

state!ent that Gattitudes are evaluated (eliefs /hich predispose the individual to respond

in a preferential /ayH 9Burns) -D:* Tutors therefore) have had also the dyna!ic tas0 of

i!proving the tutorial progra!s) its delivery and resources in an atte!pt to fuel positive

learner attitudes 0no/ing that) in turn) it /ould i!prove learning outco!es* 9Paris) +,,=:*

"n accordance /ith the three co!ponents of attitude) the researchers here(y stated

related concepts of cognition) (ehavioral) and affection;

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Students /ith successful acade!ic results should also (e given particular

attention) so to o(tain even higher levels of achieve!ent* Added to this) voca(ularies are

practiced) te3t(oo0s are recited) and current issues !e!ori5ed* All these involve a high

degree of repetition and !e!ori5ation s0ill) /ith e3a!ination (eing the ulti!ate goal* "n

such cases) students find it difficult to re!ain self1!otivated) so the duty rests upon

private tutors*

&e!erath) Lynch and &avidson coined a ter! called Gpsychological capital

9+,,M:* The co!ponents of psychological capital include pronounced e3pectations for

personal advance!ent) strong (eliefs in students8 capacities to success) and self1

conscious develop!ent of a strong productive /or0 ethic 9+,,M:* "n short) psychological

capital is the !ental capacity of co!petitiveness in a capitalist society* "n this case) the

students /ith lo/ !otivation (uild up their psychological capital through private

tutoring) (ecause /illingness to co!pete is al/ays the first step to success in a capitalist

!eritocratic society*

According to The @ong 6ong Anthropologist) +,-,) co!pared to school

education) private tutoring /as a !uch !ore desira(le /ay of learning (ecause private

tutors can directly teach the! /ithout assigning unnecessary activities and e3ercises*

oreover) a !uch !ore har!onious and supportive relationship can (e (uilt /ith private

tutors) thus !ini!i5ing alienation* They prefer the encourage!ent and appreciation fro!

private tutors than the stingy criticis! fro! teachers* ost i!portantly) they said they

could get rid of the e3ceeding and un(eara(le intense co!petition /ith their class!ates

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and school!ates* Therefore) private tutoring can act as another /ay of learning that !eets

individual needs outside of the prescri(ed co!petitive !ode of learning*

Private tutoring ena(les tutors) students and parents to e3perience inti!ate and

altruistic relationships* Foondun 9+,,+: descri(es tutoring as a leveler in /hich it is free

fro! the la(eling and stig!ati5ing effect in school education* @e (elieves in this /ay)

there are positive effects on students8 personal gro/th /hich school education !ay not (e

a(le to provide* "n fact) !any students /ho are neglected in school find confidence) self1

a/areness and !eaning through private tutoring (ecause these students are usually given

little attention (y their parents) teachers and class!ates*

2olcott has provided people an insight that !ay also (e applied to private tutoring

in @ong 6ong* @e !entions antagonistic feelings of "ndian A!erican students to/ards

school (ecause of failing to integrate into the !ainstrea! society 9-MD:* "t see!s that

antagonism also arises a!ong @ong 6ong students (ecause of the failure to succeed in

this !eritocratic education syste!* Their disappoint!ent and frustration arises) as they

cannot assu!e the position of elites fro! their co!pulsory for!al school education* A

nu!(er of students reported that they felt !isera(le a(out going to school4 they /ere

disappointed (y their failures in countless e3a!inations and the feeling of (eing uselessin

(oring classes*

Cohen 9+,,+:) hundreds of teachers and researchers already have /ritten reports

on the effects of such progra!s on children* Although so!e of the reports are (ased on

su(7ective i!pressions and infor!al o(servations and thus are of li!ited scientific value)

other reports descri(e sound e3peri!ental studies of tutoring* "n such studies)

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investigators usually co!pare the perfor!ance of e%uivalent groups of students assigned

to classroo!s /ith and /ithout tutoring progra!s* Co!parisons often focus on learning

gains in the t/o types of classroo!s) and so!eti!es also cover affective gro/th of

tutored and untutored students*

Being a role !odel is the e3pectation that !ost parents have to/ards the private

tutors* 2hen they e!ploy private tutors) they e3pect tutors to have a standard code of

ethics) such as no s!o0ing) no drin0ing) no s/earing) 0no/ing ho/ to dress properly)

presenting good (ehavior) and adopting a polite attitude*

According to The @ong 6ong Anthropologist) +,-,) a private tutor said the

parents of one fa!ily al/ays as0ed their children to learn fro! her attitude and !erits)

such as (eing independent) and (eing a(le to generate inco!e /hile studying* oreover)

the grand!other regarded her as an e3ceptional role !odel (ecause of the Chinese vie/

of a teacher as an e3pert in (oth disciplinary 0no/ledge and !oral standards*

The concept of idol is different fro! that of role !odel in ter!s of the degree of

/orship* A role !odel sets an e3a!ple) students can choose to follo/ or not* "n one case)

the private tutor said his student really treated hi! li0e an idol* The student !i!ic0ed his

hairstyle) clothing style) tone of spea0ing) (ehavior and even his personality* The student

/ent to the sa!e hair salon) found the sa!e hairstylist) /ent to the sa!e (outi%ues and

(ought the sa!e style of clothes as his private tutor* According to his parents) (efore

receiving tutoring) the student al/ays spo0e foul language and acted violently) (ut no/

he has (eco!e !uch !ore gentle and polite to/ards others* The private tutor e3plained

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that the student lac0ed a proper !odel to follo/) so all that he learnt fro! his peers /as

foul language and (ad1(ehavior*

The !essage fro! the educational literature on tutoring progra!s see!s clear

enough* These progra!s have definite and positive effects on the acade!ic perfor!ance

and attitudes of those /ho receive tutoring* Tutored students outperfor!ed their peers on

e3a!inations) and they e3pressed !ore positive attitudes to/ard the su(7ects in /hich

they /ere tutored* Tutoring progra!s also had positive effects on children /ho served as

tutors* These tutors not only developed !ore positive attitudes to/ard the su(7ects that

they /ere teaching) (ut they also gained a (etter understanding of these areas*

Tutoring progra!s apparently have !uch s!aller effects on the self1concepts of

children* >either tutors nor tutees changed in self1estee! as a result of tutoring progra!s*

The literature contains anecdotal reports of dra!atic changes in self1concept (rought

a(out (y tutoring progra!s) (ut %uantitative studies do not support these reports*

&ra!atic changes in self1estee! appear to (e atypical* 9A!erican Educational $esearch)

+,,+:*

"n the study conducted (y Cohen 9+,,+:) a !eta1analysis of findings fro! .

independent evaluations of school tutoring progra!s sho/ed that these progra!s have

positive effects on the acade!ic perfor!ance and attitudes of those /ho receive tutoring*

Tutored students outperfor!ed control students on e3a!inations) and they also developed

positive attitudes to/ard the su(7ect !atter covered in the tutorial progra!s* The !eta1

analysis also sho/ed that tutoring progra!s have positive effects on children /ho serve

as tutors* Li0e the children they helped) the tutors gained a (etter understanding of and

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developed !ore positive attitudes to/ard the su(7ect !atter covered in the tutorial

progra!* Participation in tutoring progra!s had little or no effect) ho/ever) on the self1

estee! of tutors and tutees*

Rela"e$ Li"era"%re

The researchers presented the survey of relevant studies focus on attitudes) factors

that affects it and the difficulties during their study* 2ith the hope that it /ould

su(stantiate the %uality of this study) they considered several researchers that are partly

relative to the present study*

Learning environ!ents as /ell as social and e!otional co!petence that supports

child develop!ent have (een sho/n to enhance acade!ic perfor!ance in various direct

and indirect /ays* Co!petence in different fields is one of the !ain factors for the

student to enhance their acade!ic perfor!ance* Their learning environ!ent helps the! to

(e !otivated to have acade!ic achieve!ents* 9Eggen and 6aucha0) +,,=:*

According to A%uino *+,,D:) the at!osphere of the ho!e is a (ig developing

factor for the e!otional sta(ility of the child* A ho!e /hich fosters love and affection is

giving the child the solid foundation that /ill !a0e hi! a /orthy !e!(er of the society)

and fro! the love of his parents) this love /ill later radiate to enco!pass !ore and !ore

people so that later on) the self is integrated /ith the satisfaction of other people*

6ulp and &avidson 9-M:) in their study sho/ that the ho!e has effect on the

(uilding of attitudes* &ata gathered in the investigation revealed that the social attitudes

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of si(lings support the (elief that; GThe ho!e is !ore influential than the schoolH is the

for!ation of attitudes*

Therefore) the parents) and the pupils8 choice of the place for the tutorial session

has a great i!pact on the learning of the child* "t is !eans as another factor to consider as

it serves as one of the !otivator as /ell as freshen up the !ind of the child* Then) /hat

place or environ!ent the tutorial sessions are held) it still up to the tutees and their

parents /here they are !ore convenient to conduct it*

Social co!parison on the other hand) can cause vie/s a!ong students regarding

their co!petence) if they are ho!ogenous as to acade!ic perfor!ance and a(ilities*

Elliot 9+,,,: /rote) GAs they (egin to !easure the!selves against their class!ates)

ho/ever) confidence in their o/n a(ilities (eco!es !ore realistic*HTherefore) this is one

of the reasons /hy pupils no/adays got tutors (y their parents for they (elieve that it

/ould (e a (ig help for their (etter acade!ic perfor!ances*

According to La7a 9+,,:) as a parent) you are loo0ing out for your children) trying

to !a0e the (est decisions for the! and their futures* 2hen it co!es to schooling) parents

often have to /or0 out /hether to send their children to pu(lic school or 0eep the! in

private school) /hile others /ho are still not contented) get tutors for their 0ids* They

loo0 to/ards the supple!entary tutoring as a good /ay in partnership /ith the for!al

education syste! for (uilding up their 0ids8 good foundation in education*

"t is said that the (est /ay to i!prove education is to strengthen parents8 role in it)

reinforcing their relationship and encouraging the! in their critical 7o( of teaching the

young* "t is a fact /hen /e say that not all teachers can (e considered as parents and

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partners in all the aspects of the educational process* Lots of the (est institutions out there

are those in /hich parents and teachers or tutees feel that they are a tea! /ho /ill

colla(orate and collide and do not e3ecute co!petition a!ong the! for the child8s

attention and interest*

According to Li(ao 9+,,:) a!ong those attitudes associated /ith achieve!ent are

good concepts of the!selves having so!e control over their lives) and 0no/ing that

/hat they do /ill pay off /ith positive results* These attitudes are found not only on

school (ut also at ho!e and they reinforced (y school /or0ing together /ith parentsto/ards children8s education* "nvolve!ent of !any parents is desira(le*

Arellano 9-=: discussed in his findings that an educator /ho /or0s in various

curricula should not fail to incorporate parents in the educational progra!* By

incorporating the parents8 0no/ledge and suggestions) the curriculu! of the school can

(est (e 7i(ed /ith the needs of the children*

The result /ould (e a vitali5ed and !eaningful curriculu!* Strategies for !a0ing

!a7or curriculu! enrich!ent have (een ineffective if parents had not (een involved

directly in planning /hat should (e done*

This is another reason /hy pupils) !ore specially their parents chose to get the

services of the tutors* This /ay) through their help) their child /ould (e !ore co!petent

than others* oreover) parents care a(out their child8s acade!ic perfor!ance (ecause

they (elieve good acade!ic results /ill provide !ore career choices and 7o( security in

the future* 9&e Jesus) +,,:*

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But then) gender of the pupils should also (e considered in deter!ining their

attitude to/ards the tutorial thingy* Based on the study conducted (y &ela Cru5 9+,,:)

girls are also !ore often e3pected to participate in other non1active activities such as

reading and chatting /ith friends) than are (oys* 'irls) as a group) tend to (e perceived as

!a0ing and !ore prone to e!otional responses) often girls are e3pected to (e !ore

responsi(le than (oys) and !ore trust /orthy in regards to their /illingness to follo/

others*

Although (oys and girls differ in their physical) e!otional) and intellectual

develop!ent) there is no evidence that these are lin0ed* Therefore) it is unli0ely that

education perfor!ance is e3plained (y (iological differences* "f (iology /ere the reason)

girls /ould not have i!proved significantly in certain su(7ects) of /hich (oys use to

outperfor! girls traditionally) such as ath and Science) in the past t/o decades*

"n negation to this) 2agner 9+,,-:) stated that differences (et/een and fe!ale are

due to their different /ay of learning* Throughout their learning) girls are encouraged to

(e passive) caring) to ta0e no ris0s) and to defer !ale voices in the pu(lic discussion*

"t 7ust only !eans that (oys and girls are different fro! each other* The /ay they

act) girls can (e easily distinguished fro! the (oysNho/ they tal0) /al0) the /ay they

dress up) and even their personalities) perceptions and attitudes* Their differences fro!

each other are also very evident /hen it co!es to their perceptions and attitudes to/ards

the Shado/ Education* Perhaps) little girls /ould /ant to have their tutors in studying (ut

(oys /ould not* Alternatively) this can also (e that the (oys /ould /ant to have tutorial

sessions (ecause they need one* "t is not i!possi(le today that these /ould happen

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especially that !a7ority of the people in this t/enty1first century value education too

!uch for they (elieve it /ould really lead us to success*

Further!ore) in attitude study !ade (y Bartley 9+,,=:) she revealed that attitude

!ay (e positive or negative fro! the start* Usually so!e students sho/ their eagerness in

their studying fro! the very start to i!press their class!ates and so!e sho/s their

unfavora(le attitudes to/ards their su(7ect) then so!eti!es they are changea(le in their

attitudes*

"n the study !ade (y #rna 9+,-,:) it is said that psychologists define attitude as a

/ay of feeling) thin0ing) and (ehaving to/ard so!ething or so!e(ody* The perception of

situations or persons typically reflects these feelings) thoughts) and actions* Students8

attitudes schools arise fro! a nu!(er of sources such as parents) si(lings) peers) their

o/n perfor!ance) and teachers a!ong others 9'ines) -M:*

S#"he+i+ *ORGANIE ALL OF IT-

The notion of Eggen and 6aucha0) 6ulp and &avidson) Elliot) La7a) Li(ao)

Arellano) &e Jesus J*) &ela Cru5) 2agner and Bartley strengthen this paper for this given

e3tensive e3planation a(out Shado/ Education*

The study of Li(ao) is si!ilar to the present study (ecause it focused on the

Tutorial Practice in the Selected Private School at the City of Tanauan /here the

researchers /ill also conduct the said study* They also use the survey %uestionnaire as an

instru!ent as /ell as the respondents use* @o/ever) they also use tutors as their

respondents /hile the current researchers focused on the inter!ediate pupils only*

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The study of Eggen and 6aucha0 together /ith 6ulp and &avidson8s (oth support

the present study as it they focused on the physical environ!ent /hich is one of the !ost

i!portant factor to consider in conduction a tutorial session* As a 0id) he should have a

good environ!ent in order for hi! to ac%uire learning that he needed*

oreover) the study of Arguelles is al!ost the sa!e /ith the present study for

they also focused on the attitude of the pupils on Education /herein they also tac0led the

value and significance of tutorial sessions /hich is supple!entary education or the so1

called Shado/ Education today*Added to this) the study of La7a is also the sa!e /ith the present study* They also

have so!e si!ilarities /hen it co!es to the tac0ling of issues a(out parents /ho chose to

get the services of the tutors* They also used students as their respondents) the sa!e

profiles /ith the researchers8) and instru!ent*

"n the study conducted (y Ble5a) they used students also as their respondents and a

descriptive %uestionnaire as an instru!ent) /hich is 7ust the sa!e /ith the present study*

They correlate /ith each other as they focused on the study ha(its and attitude to/ard

acade!ic perfor!ances of their respondents* @o/ever) they differ in the respondents8

age and level for the for!er used high school students /hile the latter used the

inter!ediate ones* Besides) their respondents8 profiles also differ /ith one another*

"n the study !ade (y #rna 9+,-,: used College students in +ndand

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!ethodology and the sa!e instru!ent* @o/ever) the t/o studies are different /hen it

co!es to the respondents (eing used*

Lastly) the study conducted (y Calalo) focused on the perception of parents as a

/hole to/ards the Tutorial services* The said study is al!ost the sa!e /ith the present

study as they (oth involved the role of the parents in the educational syste! of their

children* They (oth used parents as their respondents4 ho/ever) they differ in the sense

that the for!er study used parents of special children /hile the present study used parents

of children /ithout disa(ilities* Both studies used the sa!e instru!ent and !ethodology*

Theore"ical Fra!e.or/

Big Bul0 Theory stated that one of the !a7or reasons for the creation of schools is

to !a0e young citi5ens !ore co!petent and productive) especially college students* "n

this /ay) schools should foster national econo!ic interest 9&oll) +,,-:* The theory

further stipulates that education is an industry) learning is an asset and 0no/ledge is a

co!!odity* Thus) the (asics and the hard su(7ects for s0ill develop!ent for getting along

on the 7o( should (e the essence of the curriculu!*

As the theory reiterate) education is very i!portant for all country* This theory

gives this study a fra!e of reference for this gives a clear vie/ to the thrust of this study

/hich is strengthening education through tutoring*

The pupils attitude towards this new mode of learning is belieed

to be a new wa! of strengthening their performan"e in "lass# $""ording

to %aio and &addo"' (2009)* +%ulti "omponent model is the most

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in,uential model of attitude where attitudes are ealuations of an

ob-e"t that hae "ognitie* a.e"tie* and behaioral "omponents#

These "omponents are also 'nown as ta/i $ that will get people

where the! want to go and number of resear"hers hae "onsidered

how the $ "omponents "ontribute to the formation and e/pression

of attitudes#

Cognitive co!ponent of attitudes refer to the (eliefs) thoughts) and attri(utes that

people /ould associate /ith an o(7ect* any ti!es a persons attitude !ight (e (ased on

the negative and positive attri(utes they associate /ith an o(7ect* For instance) /hen one

learner recently (ought a ne/ toy) he devoted considera(le attention to different

characteristics* "n this e3a!ple) attitudes to/ard the different toys /ere for!ed through a

!ethodological consideration of the positive and negative characteristics of each one*

Si!ilarly) an individual8s favora(le attitude to/ards Private Tutoring !ight (e (ased on

the (elief that the Private Tutoring is effective) progressive) and has econo!ic policies

that pro!ote social e%uality*

Affective co!ponent of attri(utes on the other hand) refers to the feelings or

e!otions lin0ed to an attitude o(7ect* Affective responses influence attitudes in a nu!(er

of /ays* For e3a!ple) it has (een o(served that !any pupils are fond of tutorials* So this

positive affective response is li0ely to cause others to have a positive attitude to/ards

Private Tutoring*

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Behavioral co!ponent of attitudes) further) refer to past (ehaviors or e3periences

regarding an attitude o(7ect) the idea that people !ight infer their attitudes fro! their

previous actions* For instance) parents !ight guess that they !ust have a negative

attitude to/ard Private Tutoring if they re!e!(er having signed a petition against the

unethical treat!ent of tutors*

This theory strengthened this piece of /or0 (ecause it presented a deep notion

a(out attitude /hich enlightened the researchers a(out the role of attitude in the

effectiveness of Shado/ Education*

Coce&"%al Fra!e.or/

Forpsychologists) attitude can (e defined as a learned tendency to evaluate things

in a certain /ay* "ncluded to this are evaluations of people) issues) o(7ects or events*

These evaluations are often positive or negative) (ut they can also (e uncertain at ti!es

9Cherry) +,,D:* Further) iao and @addoc0 9+,,:) introduces the !ultico!ponent

!odel /hich is the !ost influential !odel of attitude /here attitude is co!posed of three

co!ponents also 0no/n as ta3i CAB 9cognitive) affective) (ehavioral:* Figure "

illustrated the direction of this study through using the "nput1 Process 1#utput 9"P#:

odel*

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">PUT P$#CESS #UPUT

Fi)%re 0

Para$i)! o' "he S"%$#

31

"nter!ediate Pupils atSelected Private

Schools in TanauanCity S**

+,-= 1 +,-.Profile

Se34

Socio1econo!icstatus4 Birth #rder4 >u!(er of

Si(lings Parent8s highest

EducationalAttain!ent

""* Attitude to/ards

Private Tutoring Cognitive4 Affective4 Behavioral

Correlation Analysis

of the $espondents8Profile and theirattitude to/ards

Private Tutoring

"!plication of thefindings of the

study to thePrivate Tutoring

Progra!

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"ndicated in the first (o3 are the varia(les under study such as the profile of the

respondents in ter!s of se3) socio1econo!ic status) (irth order and nu!(er of si(lings*

Further) it also represents the attitude of the respondents to/ards Private Tutoring*

The arro/ pointed to the second (o3 represents the process of this study /hich

reveals if there is any significant relationship (et/een the profile and the attitude of the

pupils on Private Tutoring* Lastly) the third (o3 contains the output) /hich is the

i!plication of the findings to the private tutoring progra!*

H#&o"he+i+

The study /ill test the state!ent (elo/ in its null for!;

There is no significant relationship (et/een the profile of the pupils and their

attitude to/ards Private Tutoring*

De'ii"io o' Ter!+

To facilitate understanding of the study) the follo/ing ter!s /ere defined

conceptually;

A""i"%$e* This pertains to the readiness of thepsycheto act or react in a certain /ay*

Attitudes very often co!e in pairs) one conscious and the other unconscious* 9Jung) as

cited (y ain) +,,=:* "n this study) it refers to the attitude of the pupils8 to/ards Private

tutoring as !easured in ter!s of cognitive) affective and (ehavioral co!ponents*

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Pri1a"e School2This pertains to progra!s of instruction created) controlled) operated and

principally financed (y private individuals and groups rather than (y the govern!ent*

9&i!ayuga) +,,:* "n this study) it refers to the -, private schools na!ely; ontessori

East Ele!entary School) Lily $ose) Saint John) Penleigh) &") Sta* Cecilia) Tanauan

"nstitute) La Consolacion College of Tanauan) Jesus is Lord 9J"L:) and Christian College

of Tanauan*

Pri1a"e T%"ori)2 "t /as developed to the !ainstrea! education (ut /ith different

characteristics* "t is a /idely used ter! that covers various for!s of private courses9European Co!!ission +,--:* "n this study) it refers to the progra! or institution offered

(y selected private schools in Tanauan*

Cha&"er III

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RESEARCH METHODOLOGY

This chapter co!prises the research design on this study* "t includes the significant

steps underta0en (y the researchers in carrying out the o(7ectives of the study* This

further sho/s the !ethod of research /hich researcher e!ployed in the study* The sa!e

chapter also presents the research instru!ent and statistical treat!ent used for the

presentation and analysis of the data*

Re+earch De+i)

The research endeavor /ill (e conducted to deter!ine the attitude of inter!ediate

pupils to/ards shado/ education in selected private schools in Tanauan City* Calderon

9+,--: stated that descriptive !ethod /as used to o(tain infor!ation concerning the

current status of the pheno!ena to descri(e /hat e3ists /ith respect to varia(les or

condition in a situation) the !ethod involved range fro! survey /hich investigates the

relationship (et/een the varia(les) to develop!ental studies /hich see0 to deter!ine

changes over ti!e*

The researcher adopted the descriptive !ethod of research* E0i5 9+,,: descriptive

!ethod uses content analyses of docu!ents and records) as /ell as o(servations and

intervie/s) as the 0ey instru!ents of the data collection*

Further!ore) it allo/s %uantitative and %ualitative description of current status)

traits) nature and characteristics of the su(7ects* Besides descri(ing G/hat isH) it also

supplies (oth factual and practical infor!ation that can (e used to evaluate conditions* "n

addition) it attaches significant relationships that e3ist or do not e3ist*

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This design (est suits the nature and scope of this study for this /ill deter!ine and

descri(e the attitude of the inter!ediate pupils to/ards shado/ education at selected

private school in Tanauan City*

S%(3ec" o' "he S"%$#

The respondents of study are the inter!ediate pupils in selected private schools in

Tanauan City* For (etter understanding) the list of the said private schools has (een

provided (y the researchers*

The ta(le sho/s the na!e of schools of the respondents*

Ta(le 0

Na!e o' "he Pri1a"e School+

Po&%la"io

Sa!&le

Si4e

-* Christian College of Tanauan+* Jesus "s Lord

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Schools of the respondents* Lilyrose School has OO pupils) Penleigh School has OO

pupils) ontessori East has OO pupils) St* John Acade!y has OO pupils) Tanauan "nstitute

has OO pupils) Sta Cecilla "ntegrated School has OO pupils) Cristian College of Tanauan

has OO pupils) and Jesus is Lord has OO pupils* "n su!) the researchers /ill utili5e the

/hole population /hich is OO *

The researchers (elieved that it /as (est to conduct the study a!ong inter!ediate

pupils (ecause usually) they are the !ost capa(le a!ong areas in ele!entary* The study

/ill (e conducted in Tanauan City (ecause it is the !ost convenient for the researchers to

conduct to and the nearest to their place*

Re+earch I+"r%!e"

"n order to elicit the infor!ation needed in this study) the researcher /ill (e using

a researcher1!ade %uestionnaire* The ite!s of the %uestionnaire /ere (ased on the

readings done (y the researchers* uestions are also (ased on so!e revie/ of related

studies* This is consisted of t/o parts* These parts are (ased upon the general pro(le! of

the research study*

Before conducting the study) the researcher first see0 the approval of the

authorities concern to conduct this investigation* Upon the approval) the researcher

personally distri(utes the %uestionnaire* They infor! the concern people a(out the

purpose of the study* The researcher !ade a (rief e3planation on the purpose of the study

and instructions on ho/ to ans/er the %uestionnaire*

For the construction of the %uestionnaire) different (ases are used (y the

researchers such as (oo0s and survey instru!ents and other related concepts* oreover)

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the researchers scanned si!ilar studies /ith /hich they loo0ed for so!e %uestions that

had (een used in the past*

The researcher set orderly %uestions carefully prepared to ans/er the specific

pro(le!s of the study* uestions are in GFi3ed Alternative uestionH for! other/ise

called the closed type of %uestion) /hich provide a list of choices a!ong enu!erated

alternatives* @ence) the su(7ect responses are li!ited to specific alternatives* The draft of

the %uestionnaire /ill (e su(!itted to the thesis adviser for corrections and suggestions*

After incorporating all the suggestions) the revised for! /ill (e chec0ed (y e3perts and

!e!(ers of the panel of e3a!iners*

The data /ill (e gathered fro! the respondents through the use of the %uantitative

!ethod) specifically through the floating of researcher1!ade %uestionnaire* The

%uantitative data to (e gathered /ill (e su(7ected for chec0ing) scoring) analysis and

interpretation /ith the help of the statistician* The researcher /ith the help of the

statistician /ill !a0e a careful evaluation of the results of the %uestionnaires* Every ite!

in the %uestionnaire /ill (e painsta0ingly analy5ed and interpreted to co!e up /ith the

i!plication of the findings to the for!al education syste!*

37

N%!erical

Ra"i)

Val%eMea Ra)e+

Ver(al I"er&re"a"io

= egative

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Da"a Ga"heri) Proce$%re

The first part deter!ines the profile of the respondents in ter!s of se3) socio1

econo!ic status) (irth order) nu!(er of si(lings) and highly1educational attain!ent of

!other* The second part /ill (e the %uestionnaire designed to !easure the attitude of

inter!ediate pupils to/ards study in ter!s of cognitive) affective) and (ehavioral

di!ension* "t consists of -, ite!s each for each di!ension* The respondents8 tas0 is to

ans/er the given %uestions in all honesty in accord on /hat they thin0) feel and do in

order for the researchers to find if there8s a significant relationship (et/een the profile

and the attitude of the pupils on the shado/ education and the i!plication of the findings

to the for!al education syste!*

"n %uantifying the descriptive response of the respondents on their satisfaction) this

study !a0e used of the four1point scale /here four is the highest and one as the lo/est*

This follo/s the Li0ert1type scale4 it /as applied to !easure the evaluation of the

respondents on the ite!s raised in the study* These are presented in ter!s of /eighted

!eans /ith their corresponding descriptive e%uivalents*

S"a"i+"ical Trea"!e" o' Da"a

The !ost appropriate statistical tools to ans/er the %uestions posed in this study

are arranged according to the se%uence as presented in the state!ent of the pro(le!*

Fre5%ec# a$ Perce"a)e2These /ill (e used to deter!ine the distri(ution of

the respondents according to their profile*

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Wei)h"e$ Mea2 This /ill (e used to deter!ine the attitude of the inter!ediate

pupils to/ards Shado/ Education*

Chi6S5%are o' I$e&e$ece2 This /ill (e used to deter!ine the significant

relationship (et/een the profile of the respondents and the attitude of the pupils to/ards

Shado/ Education*