Surveying Influence of Supplementary Private Teaching and Educational Consultation on Academic Success, Classroom Behavior, and Self-esteem of Students in Junior Year of High School

The present survey was conducted aimed to investigate effectiveness of two approaches of private teaching and educational consultation on academic success, classroom behavior, and self-esteem of students with educational decline threats. The strategy of survey was quantitative and test approach was used through three-group pretest-posttest with one control group. Statistical population included male students in junior year of high school in Sanandaj. 88 students were selected by multi-stage random sampling (in 4 groups, each one containing 22 students). Dependent variables were measured through Coopersmith self-esteem inventory, classroom behavior checklist, and math course final score. After group interfering in 3 test groups, dependent variable rate in all 4 groups was re-measured. Multi-variable covariance analysis was employed in order to study influences of pretest and interference method. Findings showed that there was a significant difference between subjects of experimental and control groups to dependent variables. Effectiveness of private teaching, educational consultation and combined method on academic success, classroom behavior, and self-esteem of students was approved. Effectiveness of combination of private teaching and educational consultation was more than their separate use. The findings confirm that when teachers in cooperation with schools consulters and by parents’ assist provide some services for students with educational decline threats, it causes satisfaction in academic success, classroom behavior, and self-esteem.