Reasons and challenges of Secondary Level students in taking private tutoring of english

Abstract

This thesis entitled ‘Reasons and Challenges of Secondary Level Students in Taking Private Tutoring of English’ aimed at investigating the reasons and challenges of secondary level students concerning English private tutoring in Nuwakot district. It is a qualitative study adopting phenomenological research design. Four Tamang students were purposively selected as sample to collect their lived experiences as required to fulfill objectives of this study. Based on the objectives and research questions, I prepared interview guidelines and conducted in–depth interviews with the selected informants. After the interviews, I transcribed the audio recordings, categorized the data, developed themes and sub-themes, and analyzed the data under these themes. The study revealed that in Nuwakot district, where most students are from the Tamang community, join English private tutoring because of language barriers. For these students, English was their third language and was taught as a compulsory foreign language from an early age. As a result, they often found English difficult and lost interest in learning it. This led them to focus more on passing exams rather than perceiving English as a means to develop useful skill for their future. Similarly, the study found that in Nuwakot district, English private tutoring primarily focused on completing grammar courses rather than fostering a deeper understanding or enhancing students’ overall English proficiency. As a result, this study emphasizes the importance of self–determination theory, which can help all teachers drive students to learn intrinsically. This study is organized into five chapters. The first chapter introduces the background of the study, statement of the problem, objectives, research questions, significance, delimitations and operational definition of the key terms. Similarly, the second chapter reviews related literatures, discusses empirical findings and theories, and highlighting their implications for the study, along with a conceptual framework. Likewise, the third chapter explains the research process, including the study’s approach, design, sample and sampling strategy, data collection tool, data sources, data collection procedures, analysis and interpretation procedures, and ethical considerations. In the same way, the fourth chapter presents the background of the participants, results of the collected data and its interpretation with themes and sub– subthemes. Finally, the fifth chapter concludes the study by summarizing its findings and offering pedagogical implications for improving teaching and learning English language in classrooms. References and appendices are included at the end.