Business Analysis of Children's Mathematics Tutoring Schools in Taiwan

By Jui-ling, Huang; Li-li, Hung | Journal of Services Research, April 1, 2007 | Go to article overview

Business Analysis of Children's Mathematics Tutoring Schools in Taiwan


Jui-ling, Huang, Li-li, Hung, Journal of Services Research


PURCHASE BEHAVIOR OF CHILDREN TUTORING EDUCATION

In Taiwan, the tutoring school is one of social education institutions whose operation is similar to the supplementary compulsory school. In accordance with the "Supplementary and Continuing Education Law" amended and promulgated by the Department of Social Education, Ministry of Education of Taiwan on July 10, 2002, supplementary and continuing education can be divided into three types: supplementary compulsory education, supplementary advanced education, and short-term tutorial education. Supplementary compulsory education shall be carried out by supplementary compulsory schools affiliated to an elementary or junior high school and the term of study shall be six months at least. Supplementary advanced education is offered as necessary by supplementary schools affiliated to schools at the level of senior secondary school or higher. Shortterm tutorial education may be provided by schools, government organizations, foundations, or private sectors. Short-term tutorial education shall be divided into two categories: non-academic and academic, and having courses lasting from one month to one year and six months. It follows that the tutoring schools and supplementary compulsory schools are one part of the supplementary education and further education in Taiwan. The difference between them is study length, and implementing and management units. However, the tutoring school is different from other industries in the enterprise operation. Although it is far from holy task of bringing up a generation of able men and women, it takes on the important tasks of the social education. Particularly, the tutoring school focusing on the junior high school students and primary school students also fulfill guidance duty of moral education besides improving the students' academic achievement.

Hsieh (2002) discussed the purchase behavior of tutorial education for junior high school and elementary school students, with research variables such as population statistics, life style, location, values, consumption motivation, information source, evaluation criteria, consumption decision, and post-purchase behavior. The results of this study indicated that the characteristics of parents can be divided into four clusters: practical and earnest, passion and open, fashion and enjoyment, and reticence, in accordance with the life style and population statistics. The consumption motivation of attending tutoring schools depends on the requirement of advanced study after the end of the day's classes. The information sources mainly come from the relatives and students' praise and recommendation. Consumers of different market segmentation variables have a significant difference in population statistics, life style, value, consumption motivation, information source, evaluation criteria, consumption decision, and postpurchase behavior. In the statistical data concerning the purchase behavior of children's tutoring education business in Taiwan, "Life Status Investigation Report of Children in Taiwan in 1996" made by the Department of Statistics, indicated that the rate of those children less than 12 years old, who attended the non-academic learning school in Taiwan, went up to 65% in 1995 from 48% in 1992. The rate of the ones not attending the non-academic learning school in Taipei City in 1995 went down to 14%. Liu (1998) reviewed the top ten businesses the store investors and found that children' tutoring education ranked third while computer education ranked sixth. After the investigation of extracurricular activities of elementary pupils (grade 1-3) in 1999, the Ministry of Education found that there are 53.08% pupils participating in tutoring education. Huang (2000) indicated the main arrangement models of the families that have participated in the extracurricular education in a series are: common non-academic learning center/tutoring schools (occupying 52.6%), delayed class-over service, care service provided by a daycare center or kindergarten and family care service. …

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