This study investigates the current situations, problems, and strategies of cram schooling of disadvantaged urban elementary school students. The research was conducted through questionnaire surveys and interviews with elementary school teachers in the six cities of Taipei, New Taipei, Taoyuan, Taichung, Tainan, and Kaohsiung, which was conducted through a stratified random sampling assessment. In order to understand the current condition and causes of underprivileged children's situations, 1580 questionnaires were sent out, and 700 valid questionnaires were collected. In addition, 25 scholars and relevant stakeholders were interviewed to further explore the related problems and countermeasures to the issues facing cram schooling for disadvantaged students. Utilizing an integrated quantitative and qualitative data analysis of the data, the following conclusions were drawn: 1. Disadvantaged elementary school students participation in after school programs for test preparation, literature, and art is common. 2. The primary reason for disadvantaged elementary school students engage in cram schooling activities is because parents or guardians are unable to take care of or guide their children. 3. Disadvantaged elementary school students participating in after school programs or after-school care rely on those programs to improve their studies. 4. Whether or not disadvantaged elementary school students participate in English cram schools results in a significant learning gap. 5. The learning effectiveness of disadvantaged elementary school students and physically or mentally disabled students benefits is significant. 6. There is significant disagreement between the on-campus and off-campus tutors and teachers over the effectiveness of off-campus tutoring schools. 7. Cram schools are helpful in a variety of ways for disadvantaged students. The "Seedling Initiative" project has been effective, but it is not widely utilized.
The study has made the following recommendations for education policies: 1. The Ministry of Education's family support learning system should improve the learning of disadvantaged students. 2. The Ministry of Education's integrated in-school and after-school learning resources should be used to provide a wide array of learning options. 3. Schools should strengthen the individual learning counseling system for disadvantaged students to enhance the learning capabilities of students. 4. School development should occur in a diverse community and increase opportunities for students to learn art skills. 5. After-school learning programs provide disadvantaged students with better learning capabilities, which is both a societal responsibility and good.
