The extent of Private Supplementary Tutoring (PST) upon higher education has received little attention in the academic literature. This study endeavours to discover the…
The extent of Private Supplementary Tutoring (PST) upon higher education has received little attention in the academic literature. This study endeavours to discover the extent of the PST phenomenon and the socioeconomic determinants behind the demand for it amongst students in science-related disciplines at Kuwait University (KU).
A quantitative research paradigm was employed. By using a questionnaire survey method, data was collected from 475 participating students from twelve different colleges at KU. The questionnaires were analyzed using SPSS.
The findings showed that 50.1% of students employing PST in KU to some extent. The study also found that PST is more important in certain subjects than others. The students and/or their families also bear the cost of these extra educational expenses. The findings also indicated that a college student’s gender, the academic year of study, university allowance, alternative income sources, family financial status and monetary support all play a statistically significant role in whether they receive PST.
deeper analysis of these factors, which underly the demand for PST, may offer a better understanding of its role in higher education, the functionality of higher education as a whole, and the effects of current policy and the political landscape.
While significant attention has been given to PST in K-12 education over the last few decades, this study is extended significantly into the as-yet uncharted waters of higher education. This study focused on PST in higher education and the socioeconomic determinants behind its demand.
The purpose of this paper is to explore the role of administration and faculty members in developing character education within public and private universities in Kuwait…
The purpose of this paper is to explore the role of administration and faculty members in developing character education within public and private universities in Kuwait. It further aims to explore the value of character education in effecting the quality experience of higher education.
The researchers employed a quantitative research paradigm, using a questionnaire survey method to collect data from faculty members at major public and private Kuwaiti universities. They used Statistical Package for the Social Sciences to analyze a total of 298 questionnaires.
The findings revealed that universities do indeed play a “strong” role in student character education. However, within public universities, it is the faculty themselves who form the key ingredient in the process rather than the administrative body, which is perceived to have a “Medium” effect. Conversely, at private universities, the administration and faculty both merited a “strong” role in developing character education.
The study will provide leaders with several recommendations to improve the integrated development of universities through fostering character education.
While K-12 education has received significant attention regarding the moral and character development of students over the last few decades, this study, extends this research significantly into higher education; focusing upon character development at university and comparing its implementation at both public and private institutions.