The Role of Private Tutoring on Secondary School Learner Performance in Vhembe District
Bibliographic Data
| ID | 22256576 |
|---|---|
| Authors | Thivhavhudzi Muriel Badugela (0000-0001-9122-5915, University of Venda, corresponding author) |
| Year | 2025 |
| Volume | 6 |
| Issue | 12 |
| Pages | 3482 |
| Publication date | 2025-11-28 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | E-Journal of Humanities Arts and Social Sciences (JOURNAL) |
| Journal identifiers | ISSN: 2720-7722 • E-ISSN: 2720-7722 |
| Publisher | Noyam Publishers (PUBLISHER) |
| DOI | 10.38159/ehass.202561242 |
| OpenAlex | W4417084766 |
| Language | EN |
| References cited | 5 |
The South African education system faces persistent challenges, including overcrowded classrooms, insufficient resources, and disparities in quality. These issues are particularly acute in rural areas like Vhembe District, where learners often experience suboptimal academic outcomes. Many learners turn to private tutoring to address these gaps, which has become a popular solution to improve performance. This paper, therefore, investigated the impact of private tutoring on secondary school learners in the Vhembe District, examining its benefits, alignment with school curricula, and accessibility challenges. Using a mixed-methods approach, data was collected from learners, tutors, and teachers through questionnaires, interviews, and academic records. The findings revealed that private tutoring significantly enhances learner performance in key subjects but remains inaccessible to many due to financial and logistical barriers. Recommendations include government-supported programs, improved school-tutor collaboration, and using digital platforms to enhance equity. This study contributes to the growing body of knowledge on educational inequality and intervention strategies in under-resourced contexts. It offers empirical evidence on the effectiveness of private tutoring in rural South Africa and provides policy-relevant insights for enhancing academic support systems to promote equitable learner outcomes
Digital divide · Empirical evidence · Empirical research · Inequality · Global Educational Reforms and Inequalities · Poverty, Education, and Child Welfare · School Choice and Performance
| Highly cited | No |
|---|