Geodesic
Intentions of shadow education in mathematics: Insights of secondary school students in Brunei Darussalam
Didactica Mathematicae, Tome 44 (2022), pp. 81-105.

Voir la notice de l'article provenant de la source Annales Societatis Mathematicae Polonae Series

Shadow education as a complement to formal education has been studied in several contexts. However, the reasons why students receive or may fail to receive private mathematics tuition and the prevalent teaching methods used in private mathematics tuition have not been fully explored. In this study, we descriptively surveyed 816 Years 7 to 11 secondary school students in a government school in Brunei Darussalam to achieve three objectives: to explore the number of students who receive private mathematics tuition, investigate the reasons for accepting or not receiving private mathematics tuition, and explore the perceptions of students on the prevalent teaching methods used in private mathematics tuition. The students were conveniently sampled to respond to an adapted questionnaire on shadow education, and their responses were analysed using frequencies and percentages. Our results showed that, of the 816 students, only 162 received private mathematics tuition. Examination culture, it is argued, is likely to increase private tuition mathematics teachers’ understanding of trends in the types of questions that may be posed in the examination. The students also reported that their private tutors mainly focused on solving examination questions and exercises. Our findings contribute to the nexus between shadow education and the examination-driven context by suggesting that the more students become interested in passing their examinations in an examination-oriented culture, the greater the likelihood of receiving private mathematics tuition.
DOI : 10.14708/dm.v44i1.7182
Mots-clés : shadow education, mathematics, secondary school students, Brunei Darussalam 
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Masitah Shahrill; Ai Len Gan; Haryani Haji Mohammad; Rosmawijah Jawawi. Intentions of shadow education in mathematics: Insights of secondary school students in Brunei Darussalam. Didactica Mathematicae, Tome 44 (2022), pp.  81-105. doi : 10.14708/dm.v44i1.7182. http://geodesic.mathdoc.fr/articles/10.14708/dm.v44i1.7182/

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