Izvorni znanstveni članak
https://doi.org/10.32728/mo.20.2.2025.03
From Support to Dependence: Pedagogical and Social Implications of Private Tutoring
Mustafa Džafić
; Nastavnički fakultet Univerzitet „Džemal Bijedić“, Mostar
Semir Šejtanić
; Nastavnički fakultet Univerzitet „Džemal Bijedić“, Mostar
Sažetak
Supplementary instruction represents an important form of educational support that helps students master the curriculum, overcome learning difficulties, and enhance motivation. The aim of this study was to examine the frequency and reasons for attending supplementary instruction among primary and secondary school students in Mostar, as well as to determine the influence of gender, type of instructor, and subject on the frequency and duration of lessons. The research was conducted on a representative sample of primary and secondary school students in Mostar (Bosnia and Herzegovina) using a survey questionnaire to collect data on the types of instruction, their frequency, duration, and motives for attendance. The data were analyzed using descriptive statistics, while appropriate inferential statistical tests (chi-square test, z-test for proportion comparison, and Kruskal–Wallis test) were employed to determine the significance of differences. The results indicate significant differences in the educational needs and learning habits of students across gender and educational level, highlighting the necessity for more individualized support and tailored approaches in the organization of supplementary instruction.
Ključne riječi
private tutoring; students; tutoring frequency; tutor
Hrčak ID:
351938
URI
Datum izdavanja:
7.10.2026.
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