Do time and cost students spend on private tutoring contribute to improving their achievement in English and Mathematics?

The purpose of this study is to identify whether time and cost spent on private tutoring (PT) would contribute to improving academic achievement in English and Mathematics. Seoul Education Longitudinal Study of 2010 (SELS 2010) data were used; Hierarchical Linear Model (HLM), Instrumental Variables...

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Bibliographic Details
Published in:KEDI journal of educational policy 2016, 13(2), , pp.245-258
Main Authors: Kim, Min-Sun, Paik, Il-Woo, Ihm, Jung-Joon
Format: Article
Language:English
Subjects:
Academic achievement
Correlation analysis
Cost analysis
Educational Development
Educational Policy
English as a second language
Longitudinal Studies
Mathematics Achievement
Mathematics education
Teacher Characteristics
Tutoring
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Summary:The purpose of this study is to identify whether time and cost spent on private tutoring (PT) would contribute to improving academic achievement in English and Mathematics. Seoul Education Longitudinal Study of 2010 (SELS 2010) data were used; Hierarchical Linear Model (HLM), Instrumental Variables (IV), and Quantile Regression (QR) models were applied for precise estimation. The effect of PT time and cost in English on achievement of male students was not significant while PT cost in Mathematics significantly influenced that of female students. In particular, the effect size of PT time and cost was found to be smaller when the students were included in the lower achievement quantile groups. These findings would provide practical implications for policymakers as well as individuals in terms of investment decision on PT and educational program development.
ISSN:1739-4341
DOI:10.22804/kjep.2016.13.2.006