Abstract:
This thesis explores the condition of private coaching in Dhaka city and its impact on student’s academic results, mainstream education system, required standard education, students and guardians’ attitudes to private coaching and educational inequality. This thesis also explores the causes behind rapid emerging coaching centers in Dhaka city. An integrated quantitative and qualitative approach has been taken for this study. This was a student research project and necessary time and budget were not provided with, the researcher considered purposive sampling technique in selecting respondents from the study site. Private tutoring and its impacts on educational inequality are being related to Human Capital Theory, Structural Functionalism theory and Symbolic Interactionism theory. Coaching is become an integrated part of society though it has negative impacts on mainstream education. A concept developed among the students that private coaching is so much essential for better results. Teachers give attention to coaching business for extra income accused of lower payment in the mainstream schools and colleges. From the perspective of private coaching, Mathematics, English and science related subjects are preferred in high schools and colleges. English course coaching is beneficial for the students for improving opportunities of admission in the reputed university admission examination. Next impact of private coaching is on the quality of required standard of education. Because, private coaching is emerged as a consequence of teacher’s negligence and lower standard of education. The results suggest that private coaching in school exacerbates educational inequality between poor and rich students. Many poor students could not bear coaching costs. It also explores educational inequality between high and low results gainers, girls and boys, rural students and urban students. This study also reveals discrimination among the students by the teacher in the classroom for not attending teacher conducting coaching centers.
