Junior High School Mathematics Teachers’ Tutoring in Extra-curricular Time: An Empirical Research

Zezhong Yang^1, , Lu Tian¹, Dandan sun¹, Zhaohua Qu¹ and Xinzhi Pang¹

¹The School of Mathematical sciences, Shandong Normal University, Jinan, China

Cite this paper:
Zezhong Yang, Lu Tian, Dandan sun, Zhaohua Qu and Xinzhi Pang. Junior High School Mathematics Teachers’ Tutoring in Extra-curricular Time: An Empirical Research. American Journal of Educational Research. 2016; 4(1):108-110. doi: 10.12691/education-4-1-16

Abstract

This research focused on the current status of junior high school mathematics teachers’ tutoring in extra-curricular time and adopted face-to-face interview method to collect information. A total of 133 mathematics teachers from 9 cities in participated in this survey. The results indicated: (1) 88.76% of teachers usually tutored backward students; (2) 93.75% of teachers always employed the face-to-face way to tutor; (3) 97.63% of teachers tutored students between classes; (4)88.61% of teachers tutored students not more than 15 minutes; (5) 89.83% of teachers generally tutored students problem solving, etc. So the current method of junior high school mathematics teachers’ tutoring was obviously too simple and superficial. This should be the direct reason resulted in the low efficiency of mathematics tutoring in extra-curricular time in current junior high school.

Keywords:
mathematics teachers mathematics tutoring extra-curricular time junior high school tutoring efficiency

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