Abstract
This study was aimed at assessing the characteristics of extra supplementary tutoring in the
upper primary schools of Ethiopia. To achieve this objective a cross-sectional survey research
design was employed. Data were collected from upper primary school students, teachers, and
school principals. Accordingly, four regions and one city administration were selected as
sample regions by using simple random sampling method. Again from each region the capital
town of each sample regions was selected as sample towns through purposive sampling
technique. Then from each sample town three government and three private schools were
selected by simple random sampling technique. Finally, from each selected sample schools 50
percent of the students and all the teachers and the principal of the school were taken by
purposive sampling techniques. To collect data from sample students, teachers, and principals,
questionnaires, interview, and focus group discussion were used. The result shows that threefourth of the students received supplementary private tutoring, the amount of money paid for a
single student per month is more than 300 Ethiopian Birr; students took more than one hours
tutorial per week and they get tutorial on subjects such as Science, Mathematics and English;
and students in supplementary private tutoring do activities that focus on revision of work
already done.
Wudu Melese Tarekegne, Mekuria Abebe Kebede. (2016) Exploration of Characteristics of Supplementary Private Tutoring in Elementary Schools of Ethiopia, Journal of Elementary Education, Volume-26, Issue-2.
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