14. Targets students from Middle to Upper Class
families
• Fees: $60-70/session(1.5hours)/subject
• Located at private housing areas
Entry tests to understand students’ abilities
and group them with those of the same calibre
Excellent track record
• 70% of their students improve
• Almost all improved language abilities
CASE STUDIES
15. Targets students of Middle Class families
Fees: $140/subject/month + $40 registration fee
The Kumon Method
• Encourages self-motivated, independent learning
• Instructors only observe and assist by hinting
CASE STUDIES
16. Targets students from all social classes
• Mostly attended by neighbourhood school
students
• Secondary level fees: $107/subject/month
Mavis focuses on achieving maximum results
Rewards top-scoring students (e.g. iPads)
No good track record
CASE STUDIES
17. Targets students from Middle Class families
Fees: $160/subject/month
KIP McGrath’s Methodology
• Special assessment of every child’s abilities and
learning needs A customized learning plan
devised for the child
• Incentives: Stickers, Certificates, Presents
No good track record
CASE STUDIES
18. SIMPLY
EDUCATION
Targets students from Elite schools or Upper Middle Class
families
Fees: Confidential
Hired by MOE to conduct Math and Science Olympiad
enrichment in elite schools (e.g. Raffles Institution)
Helps students scoring A2s to improve to an A1 or beyond
Word-of-mouth marketing
CASE STUDIES
19. COLLABORATIVE
TUITION PROGRAMS
Targets students from Lower Middle Class
and Lower Class families
• 65 collaborative tuition centres by CDAC,
Mendaki, SINDA
• For students with poor results AND a
household income of <$3000
Affordable fees
• Primary: $8/subject/month
• Secondary: $12/subject/month
CASE STUDIES
23. Difficult material
designed to boost
towards academic
success
Strong student teacher
bond, parents kept in
the loop
Guided learning, programme to Conventional learning
grad from. Math from Japan,
method. (assessment
English from Australia, Chinese
books)
from China.
Keep students
Discipline, character, learning
engaged
Minimum criteria of
degree from reputable
uni. rigorous rounds of
interviews, 6 months
probation period
Anybody can do it, as long as
they undergo the training
courses by KUMON
Experienced, mostly NIE
trained
Ks (4:1)/P1-2(10:1)/P34(12:1)
upper primary onwards
14:1
No class size open space. (as
long as can fit)
1:15-20
Once a week.1hr45mins
-P4, P5 and above 2
hours.
1 ½ hours per subject.
1 ½ hours per subject.
COMPARISON CHART
24. Their own assessment
books, International
programme, same as
around the world.
Helps you at whatever
pace you are at,
understanding the
student and learning
methods.
Additional enrichment
to boost students’
academic
performance. Solving
homework questions
From different schools,
most with NIE cert.
Very niche (A*
programme, trainer,
math olympiad,
booster, enrichment
NIE trainees/retired
teachers/trained
teachers/
undergraduates
1:6
for chinese usually 1:2
(litte students)
1:1-1:3 at most.
1:8-15 (minimum 6)
1.5 hours/subject.
Not more than 1.5
hours.
1.5 hours per subject
COMPARISON CHART
27. FINDINGS
3
Offering this aspect
of understanding
the student leads to
higher prices being
charged.
4
The tuition centres that
seem to offer either
one or two factors of
the “Understanding
aspect” are TLL,
KUMON, Simply
Education.
SimplyEducation
“ELITE”
Resources
MONEY
SOCIAL CAPITAL
KUMON
Affordable prices
for everyone
Expensive fees
that not everyone
would afford
Not well-known.
only resourceful
people know
Might not
understand
Kumon methods.
nobody around to
recommend it.
ANALYSIS OF FINDINGS
THE LEARNING
LAB
Expensive fees,
Geographical
location,Word of
mouth
28. FINDINGS
5
6
“Elite” are more resourceful in social
capital and money, in order to not be
affected by price and geographical factors
of better tuitions
Students
themselves
also have
more social
capital
Friends
Classmates
School environment
ANALYSIS OF FINDINGS
29. It seems that tuition is part
of Singaporean society to
function. Tuition is
required to complement
the current education
system. The removal of it
might cause issue such as
black market economy.
“Elite” tuitions put in
efforts to reach their
target market (those who
can pay more), Thus, place
centres at more high end
areas. (can afford higher
rent).
Traits that students absorb at tuition, (discipline, higer
aspirations) from other students lead them to even higher
upward social mobility than poorer students at “normal”
tuition centres with same or worse students.
ANALYSIS OF FINDINGS
31. LET’S DISCUSS…
Why do you think that a more interactive learning
environment is not observed in Singapore schools?
Do you still think that tuition without increased
teacher-student interaction and the personalised
teaching method are helpful?
Therefore, do you think there is a difference in
quality of different types of tuition in
Singapore? How significant are the differences?
DISCUSSION TIME
34. STATUS ALLOCATION MODEL
LOWER INCOME
PARENTS AND
STUDENTS
ARE CONSTRAINED
BY BARRIERS
1
2
3
FINANCIAL
CAPABILITIES OF
PARENTS
PARENTS’
SOCIAL CAPITAL
CULTURAL
CAPITAL OF
PARENTS
CONCLUSION
CONCLUSION
THEORIES & APPLICATION
36. PARENT’S CULTURAL CAPITAL
Upper class families Parents more educated
Better expectations of quality of tuition
BARRIERS
ERECTED
Lower class families Parents less educated
Poorer/No expectation of quality of tuition
PARENT’S SOCIAL CAPITAL
Exclusiveness of parent’s social network
(Simplyeducation)
Only those from upper class have the access of info
about Simplyeducation
CONCLUSION
THEORIES & APPLICATION
39. HYPOTHESIS SUPPORTED
1
Due to the various factors such as teacher-student ratio, quality of
resources increased the difference in academic results of good
and weak students.
2
Most importantly, the difference in quality of tuition lies in the
essence of higher student-teacher interaction, which brings about
a more personalised teaching that benefits students according to
their weaknesses.
3
Going back to the discussion questions, we do not think that tuition
without these high student-teacher interaction are useless, they
could help the students, but not as much as those with these
interactions.
CONCLUSION
CONCLUSION
40. THEREFORE, THE CONCLUSION OF
OUR GROUP RESEARCH IS THAT
Stratification between different types of tuition that give
rise to educational inequality is due to the different
amount of efforts put in by each tuition centres and
teachers in understanding what each student need.
Lower social classes face multiple social constraints in
attaining these more beneficial tuition classes.
They are therefore trapped within the limits of their
educational success.
CONCLUSION
CONCLUSION
