HIGHER GRADE STUDENTS’ AFTER-CLASS MATHEMATICS TUTORING AND LEARNING BEHAVIOR AT PRIMARY SCHOOLS IN RURAL AREA OF JIANGSU PROVINCE, CHINA

This study examined the learning behaviors of higher-grade students (Grades 4-6) in after-class mathematics tutoring at primary schools in rural areas of Jiangsu Province. Based on a survey of 606 students from three township-level schools in northern Jiangsu, the findings revealed several key insights into students’ engagement, motivation, and learning strategies in after-class tutoring. Firstly, most students voluntarily participated in after-class mathematics tutoring, primarily aiming to enhance their math performance. The overall learning behavior level of students was categorized as “high,” indicating that after-class tutoring plays a crucial role in shaping students’ study habits and engagement. Secondly, there were no significant gender differences in students’ learning behaviors, suggesting that both male and female students exhibit similar levels of motivation, attitudes, and strategies in after-class mathematics learning. However, the study identified significant differences in learning motivation and satisfaction across different grade levels. Specifically, 5th-grade students exhibited lower motivation and satisfaction compared to their 4th- and 6th-grade peers, indicating possible fluctuations in academic engagement during this transitional period. Additionally, students with lower academic performance demonstrated weaker learning motivation, attitudes, strategies, and satisfaction in after-class mathematics tutoring. This suggests that struggling students may require additional support from parents and teachers to sustain their motivation and enhance their learning effectiveness. Overall, the findings emphasize the importance of after-class tutoring in supporting students' academic growth. However, the variation in students’ engagement levels across different grades and performance groups highlights the need for personalized interventions to maximize the benefits of tutoring programs.