Identification of the Quantitative Dimensions of Supplementary Private Tutoring among High School Students

To identify the quantitative dimensions of supplementary private tutoring, a cluster sample of 800 high school students was given a questionnaire on the subject. The collected data reveal that motivation for taking such lessons includes better learning, higher grades, and parental recommendation. The most common way of taking these lessons is through crowded classrooms taught by a single teacher. The subjects in which such courses are taken are ranked by students as math and English, as well as Arabic, language. Girls seem to be taking more of such lessons, while teachers promote taking them. Furthermore, it is found that taking these classes is more frequent among the higher grades with no relation to the parental income level.