Citation

Shi, Xiangqian and Tan, Siow Hooi and Anthonysamy, Lilian (2025) Driver and satisfaction in private tutoring: A PRISMA Systematic review. Environment and Social Psychology, 10 (4). ISSN 2424-7979

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Abstract

This systematic review examines satisfaction drivers in private tutoring through PRISMA methodology, analyzing 31 studies from 2015- 2024. The research identifies multiple roles of student satisfaction, including feedback mechanisms, motivation enhancement, and service improvement drivers. Key factors influencing satisfaction include teaching quality, teacher-student relationships, personalized services, facilities, cost, and parental involvement. The study reveals geographical variations in research distribution, with China, UK, and US showing strong contributions. Analysis indicates that secondary education receives the most research attention. The review proposes strategies for enhancing satisfaction, including optimizing teacher management, personalizing learning design, improving resource management, establishing feedback mechanisms, strengthening parent involvement, and implementing flexible scheduling. The study identifies research gaps, particularly in rural areas and longitudinal impacts, and suggests future research directions focusing on socio-economic diversity, holistic student development, and cross-cultural comparisons in tutoring satisfaction.

Item Type:	Article
Uncontrolled Keywords:	private tutoring; student satisfaction; shadow education; teaching quality; parental involvement; educational service management; driver; satisfaction; factors; influencing
Subjects:	L Education > LB Theory and practice of education > LB1025-1050.75 Teaching (Principles and practice)
Divisions:	Faculty of Management (FOM)
Depositing User:	Ms Suzilawati Abu Samah
Date Deposited:	30 Jun 2025 02:04
Last Modified:	30 Jun 2025 02:04
URII:	http://shdl.mmu.edu.my/id/eprint/14139

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