Factors and Attitudes of Parents and Students toward Avoiding Shadow Education in English in Rural Bangladesh
نویسندگان
1 Prof., Department of English, Bangladesh Open University, Dhaka Division, Bangladesh
2 Associate Prof., Department of Educational Management, Planning and Policy, Faculty of Education, University of Malaya, Kuala Lumpur, Malaysia
3 Senior Lecturer, Department of Education Policy and Leadership, The Education University of Hong Kong, Hong Kong
doi
10.22034/ijce.2025.512569.1650چکیده
Although private tutoring, also known as "shadow education," has long been an option to augment regular English classes, some students have been avoiding it for a variety of reasons, despite its obvious benefits. Using an explanatory sequential mixed-methods design, the study started with quantitative data collected from 448 participants, including students and parents, using questionnaires and then 24 participants, including students, parents and teachers attended individual interviews in rural sites. The study identified the attitudes and factors why parents and students avoided fee-paying shadow education in English, even though these tutoring sessions were significant in rural Bangladesh. It also revealed that children's reluctance to abandon private tutoring was influenced by their parents' financial insufficiency. Sometimes, parents' disinterest and children's lack of time stopped them from getting extra English lessons. The study contributes to the field of shadow education and provides suggestions for educational planners regarding removing obstacles to private tutoring in rural areas to promote English learning.
