Effects of Tutorials on Hong Kong Students - Essay Example

The Effects ials on Hong Kong Introduction The demand for ials by Hong Kong is increasing. This could be due to a number of developments. Hong Kong is a cultural melting pot of Eastern and Western norms. Tutoring is an integral part of traditional informal learning in the Eastern tradition and this also forms part of proprietary service in the Western context. Hong Kong also has a competitive and vibrant economy. Domestic competition is strong and academic achievement is the primary source of competitive advantage. Hong Kong is a key player in the global economy and competition with other countries also made academic achievement valuable. Opportunities for overseas study also increased the demand for tutoring to cope up and excel in a foreign educational system. (Bray & Kwok, 2003; Kwok, 2004) These exert pressure on Hong Kong students to succeed. Individually, the motivation for tutoring could be to supplement knowledge in a difficult area of study, review and pass an exam, or help in completing academic requirements. There are well-known causes of the high demand for tutoring but different opinions exist on its effects on Hong Kong students in terms of the type and quality of tutorial. Positive Effects of Tutorials on Hong Kong Students Existing knowledge about tutorials taken by Hong Kong students is the general positive impact on performance and learning competencies or skills. There are different ways of receiving tutorials. This could be one-on-one with a private tutor, peer group, or large group. These different modes of tutoring commonly usher positive effects on Hong Kong students but in different extents and ways. A one-on-one private tutoring usually occurs after school. The common purpose for this is supplementary learning. The sessions include a review of the lessons, discussion and drills over unclear points, and clarification of assignment requirements. Repetition of lessons helps students retain their lessons whey they explain these in their own words. Discussions could also test the level of understanding or deepen the understanding of students over difficult concepts. Clarification also ensures the completion of assignments with better outcomes. These would likely help students pass their exams and the course to get a degree. (Bray & Kwok, 2003; Kwok, 2004) One-on-one private tutoring helps Hong Kong students by providing a means of improving knowledge and study skills. With wider knowledge and improved study skills, Hong Kong students develop a better perception of their learning capabilities. This boosts their confidence not only in class participation but also as independent learners. Peer tutoring could form part of class learning or learning activities outside of the classroom such as study groups. This is a common tutorial method for difficult or specialised knowledge and obtaining better results is through interactive learning. This could comprise primary or supplementary learning. (Chun & Winter, 1999) In the case of primary learning, this could lead to group exercises as outcome in class. As a supplementary learning, students take the initiative to pursue common learning interests such as reviewing for an exam, doing assignments, or achieving a passing or high grade. This helps Hong Kong students in two ways. One is through reinforcement. In a class-wide peer tutorial, having a learning partner or group provides a favourable opportunity allowing for more academic responding. (Chun & Winter, 1999) Partners or group members have to communicate and share their knowledge in completing tasks. The sharing of knowledge multiplies what each individual knows. Participation of the partners and group members also leads to the ability to cover a wider range of knowledge. Hong Kong students who are part of class-wide peer tutorial also gain encouragement in achieving intrinsic interests, especially when partners or groups receive the same grade. There is motivation for students to help each other in order to pursue common interests. The other is through reflective thinking. Class-wide peer tutorials revolve around discourse and the sharing of different ideas and views. This type of tutorial develops reflective thinking by providing a means through which students can test and validate their existing knowledge and learning skills. They can enrich their knowledge in the process. Reflective thinking could progress into critical thinking when knowledge takes a deeper meaning and significant changes in perspective occurs. (Chun & Winter, 1999) By developing reflective thinking via class-wide peer tutorials, Hong Kong students can become independent learners with better academic performance. Large group tutoring refers to tutorials in groups through learning or tutorial centres. The focus of large group tutoring is on passing qualifying Hong Kong Certificate of Education Examination (HKCEE) and the succeeding Hong Kong Advanced Level Examination (HKALE). The purpose is both complementary and supplementary by recapping or reviewing lessons and providing addition knowledge to help students pass their qualifying tests. In terms of grades, students attending large group tutorials exhibited an overall passing rate relative to those not attending tutorials (Hendriksen & Young, 2005). Large group tutoring has become a huge business because of its role in helping students qualify for higher-level studies. Negative Effects of Tutorials on Hong Kong Students However, tutorials could also have negative effects on Hong Kong students. These have something to do with the quality of tutorials and the interests of tutors. One is the possible disparity between the classroom lessons and tutorial lessons (Bray, 2003) in the case of one-on-one private tutorial and large group tutorial. Instead of enriching their knowledge, students end up confused. Another is the dependence on tutorials and short-term benefit (Hendriksen & Young, 2005) that could occur in one-on-one private tutorial and large group tutorial. The mode of complementary or supplementary learning may not stimulate reflective thinking or independent thought. The effect is only short-term benefit that would not make students effective learners in the future. Last is the possible abuse of students. Tutorial is big business for private and large group tutors. This also augments the income of teachers. Proprietary interests could pressure students to take tutorials more frequently or pay more than necessary (Bray, 2003). Tutorials then become the problems of students instead of solutions. Conclusion Tutorials serve a complementary or supplementary purpose, which means the greater importance of primary instruction in school as source of knowledge. Experiencing the positive impact of tutorials also depends on individual students. The view of tutorials should be as a support process to learning, with student initiative and participation comprising important elements to achieving long-term learning competencies and outcomes. With this perspective, Hong Kong students can optimize the benefits from tutorials and prevent the negative effects from happening. Reference List Bray, M., 2003. Adverse effects of private supplementary tutoring: dimensions, implications, and government responses. Paris: UNESCO International Institute for Educational Planning (IIEP). Bray, M. & Kwok, P., 2003. Demand for private supplementary tutoring: conceptual considerations, and socio-economic patterns in Hong Kong. Economics of Education Review, 22(6), pp.611-620. Chun, C. & Winter, S., 1999. Classwide peer tutoring with or without reinforcement: effects on academic responding, content coverage, achievement, intrinsic interest, and reported project experiences. Educational Psychology, 19(2), pp.191-205. Hendriksen, S.I. & Young, L., 2005. Assessing academic support: the effects of tutoring on student learning outcomes. Journal of College Reading and Learning, 35(2), pp.56-65. Kwok, P., 2004. Emergence of demand for private supplementary tutoring in Hong Kong: argument, indicators and implications. Hong Kong Teachers’ Centre Journal, 3, 1-14. Read More