//vol.15-2 Spotlight
Private tutoring flourishes in Hong Kong. In a small sample survey conducted specifically for this issue, responses from 360 students, as well as a few parents, teachers and tutors were received.
Our recent survey with students, parents, teachers and tutors reveals new data on private tutoring:
本雜誌最新一項調查發現,學生、家長、教師和補習導師對補習的看法有以下新趨勢:
Private tutoring has long been a thriving business in Hong Kong. According to a 2012 survey conducted by the Federation’s Youth Research Centre (YRC), it was noted that more than 50% of secondary students enrolled in private tutoring services, while approximately 22.1% of primary students in Primary Three or lower received private tutoring at the same time.
Another study by market research company Ipsos (2016) showed that up to 3,300 schools provide tutorial courses for primary school pupils, and about 2,900 schools targeted secondary school students.
There are significant numbers of education centres providing a wide variety of choice for the public, including classes in musical instruments, dancing, artwork, languages, sports, martial arts, or even actuarial science, often referred to as enrichment programmes. Many learning centres also offer classes in academic areas such as English, Mathematics, Chinese, and STEM, as well as for preparatory and admissions exams, including SAT and TOEFL.
From our study conducted with 342 students, 19 parents, 20 teachers, and 20 tutors this spring, we hope to shed new light on the existing factors that continue to contribute to the booming industry of private tutoring in Hong Kong.
342 students from the primary and secondary levels participated in our month-long survey, where statistics
revealed that a high percentage of them have attended private tutoring lessons (96.7%), with 72.2% still attending tutoring classes.
Q1: Have you participated in private tutoring?
Yes | No |
96.7% |
3.3% |
Q2: Are you currently still receiving in private tutoring?
Yes | No |
72.2% |
27.8% |
Q3: How did you have your private tutoring lessons? (More than one option can be selected)
Q4. How much time do/did you allocate time for private tutoring?
a. 1 to 2 hours per week | b. 2 to 4 hours per week | c. 4 to 6 hours per week | d. More than 6 hours per week |
41.27% |
28.9% |
11.7% |
18.1% |
Q5. In how many academic subject(s) do/did you receive private tutoring?
a. 1 subject | b. 2 subjects | c. 3 subjects | d. More than 4 subjects |
33% |
30.7% |
16.4% |
19.9% |
Q6. What are some of the reasons for undertaking private tutoring?
Please select up to three reasons.
Q7. Please rate your overall academic performance after receiving private tutoring.
a. Better | b. No change | c. Worse | d. Don’t know |
60.5% |
22.2% |
3.8% |
13.5% |
Q8. To what extent do you agree with this statement: 「I enjoy having private tutoring.」
Strongly Agree | Quite Agree | Neutral | Quite Disagree | Strongly Disagree |
10.5% |
28.4% |
42.1% |
7.9% |
9.4% |
19 parents, with one to four children, replied to our survey. They were asked if they seat their children for private tutoring and 73% of them responded positively.
1. Number of children taking tutoring:
0 | 1 | 2 | 3 |
26.3% |
36.8% |
31.6% |
5.3% |
2. Age of children taking tutoring:
11-14
3. Do you/ have you sent your child to private tutoring?
Yes | No |
73.7% |
26.3% |
4. What are some of the reasons for sending your child to private tutoring?
Please select up to three reasons.
a. Seeking guidance with homework (11)
b. Examination preparation (10)
c. Child’s request (3)
d. Peer pressure (5)
e. Inability to provide support (1)
f. Making new friends (0)
g. Others (3)
5. Please rate your child’s academic performance after receiving private tutoring.
Better | No change | Worse | Don’t know |
63.1% |
5.3% 1 |
0% |
61.6% 6 |
6. Overall, why do you see it necessary to send your child to private tutoring?
Strongly Agree (1)
Agree (1)
Neutral (5)
Disagree (6)
Strongly Disagree (6)
Strongly Agree (3)
Agree (11)
Neutral (4)
Disagree (0)
Strongly Disagree (1)
Strongly Agree (2)
Agree (7)
Neutral (6)
Disagree (2)
Strongly Disagree (2)
Strongly Agree (2)
Agree (1)
Neutral (11)
Disagree (5)
Strongly Disagree (0)
22 teachers replied to our survey. Most of them agreed that private tutoring might help the students in grasping complex concepts and theories imparted during the regular curriculum especially for those who wished to do even better academically, and parents not being able to help them in their studies. 90% of them even reaffirmed through distinctive observation from their students who receive private tutoring, against those who do not.
1. In your opinion, why do you think parents send their child / children to private tutoring? Please select up to three reasons.
2. Please rate your observation of your student’s academic performance after receiving private tutoring.
Better | No Change | Worse | Don’t Know |
63.6% |
13.6% |
0% |
22.7% |
3. Overall, do you encourage your students to receive private tutoring?
Yes | No |
90.9% |
9.1% |
Seven tutors responded to our survey, with most conducting private tutoring as a part-time “gig” while still undergoing their undergraduate studies now. Choosing to give tutoring gives them the autonomy of covering their living expenses, among other reasons such as the simple joy of sharing knowledge.
1. How many students do you tutor?
2. What are some reasons your student(s) receive private tutoring?
Please select up to three reasons.
3. Please rate your observation of your student’s academic performance after receiving private tutoring.
Better |
100% |
Going for tutorial classes continues to be ranked as one of the highest options for participating in private tutoring. The introduction of online classes during COVID-19, and continues as part of the new normal, tied closely to the third highest-ranking option with having the visit their residences to conduct lessons, usually for at least one to two hours per week (41.22%) to more than six hours weekly (18.13%). Reasons for receiving private tutoring mostly range from prepping for examinations, seeking clarity for school homework to, not surprisingly, trying to fulfil their parents’ expectations. Such behaviour further reaffirms Hong Kong students’ desire to do well academically as part of a Confucian ethic.
Special thanks to colleagues from YRC, and SSW who helped to collate new data for this article.