The Reality of Private Tutoring among High School Students in Irbid Governorate

This study examined private tutoring in secondary schools in Irbid Governorate. A descriptive approach was employed to achieve the study's goals. Data were collected using a questionnaire. Thirty items covered family, educational, societal, and economic issues. The questionnaire was administered to 384 randomly selected parents. Educational characteristics had the highest mean (3.79) and standard deviation (0.89). Social, family, and economic aspects followed in order. The study found statistically significant differences at the significance level (α = 0.05) attributed to the variable of sex, favoring males in all fields. Differences related to the type of school were significant in the educational, social, and economic factors, with public-school students' parents showing higher concerns. Additionally, the educational qualification of parents significantly affected all factors. The report recommends hosting seminars for parents and students and reforming the public examination system to raise awareness of private classes and their negative impacts, as the study only examined theoretical knowledge. Further research should be conducted on different age groups, school types, and characteristics such as academic loss.