Abstract:
This study was aimed at assessing the perceived impact of supplementary private tutoring on
upper primary school students of Ethiopia. To achieve this objective a cross-sectional survey
research design was employed. 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. Consequently, 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. Data were collected from sample students,
teachers, and principals through the use of questionnaires, interview, and focus group
discussion. The result reveals that the amount of money they pay is relatively big in Ethiopian
context so that it is a burden for the family. On the other hand, supplementary private tutoring
helps students understanding of the subject matter, provide different support and increase the
self-confidence of the students, and improve students’ achievement result. Moreover,
supplementary private tutoring did not consume students’ spare time, not result in social
stigma of students, it is not boring, it did not requires much and extra effort, the work they do
with their tutors is the same activity as they do in school and it did not confuse them
