Eating Breakfast or Attending Extracurricular Tutoring, Which One is More Effective in Improving Student’s Performance? An Empirical Study Based on the Data from A Large-Scale Provincial Survey
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Published
Feb 28, 2020
Abstract
To improve children’s academic achievements, parents often try to provide them with adequate nutrition or/and send them to attend extracurricular tutoring classes. The effect of extracurricular tutoring on students’ performance has been well explored, whereas no rigorous empirical study was conducted to observe the relationship between breakfast and students’ academic performance. Besides, little empirical evidence has been presented to compare the effect of breakfast and that of extracurricular tutoring on students’ academic achievements. This study fills this gap by adopting the multiple linear regression model and Shapley Value Decomposition to analyze the academic quality monitoring data of 50,516 Year-3 students and 83,505 Year-8 students in Jiangsu, China. The results showed that both breakfast and extracurricular tutoring can improve students’ grades, and breakfast was superior to the tutoring in efficacy. This conclusion is of great significance for planning family education strategies scientifically and improving family education efficiently. It is necessarily convincible for parents and educators to rationally understand the role of extracurricular tutoring and pay enough attention to breakfast in improving students’ performance.
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Keywords
Breakfast, Extracurricular Tutoring, Student Achievements, Family Education, Shapley Value Decomposition
Supporting Agencies
The study was funded by the Priority Academic Program for Development of Jiangsu Higher Education Institutions (PAPD).
References
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Fang, C. C. (2018). An Empirical Study of the Effects of Breakfast on Students’ Achievements. J Shanghai Edu Res, 375(08):15-18.
Fang, C. C., & Xue, H.P. (2014). An empirical study of the influence of tutoring on students’ performance in compulsory education. J Shanghai Edu Res, (12): 5-9.
Frisvold, D. E. (2015). Nutrition and cognitive achievement: An evaluation of the school breakfast program. J Public Econ, (124): 91-104.
Hau, K. T. (2016). Have breakfast rather than wasting money on tutorial. EdData Speaks, No.2. EdDataX Research Centre.
Ho, C. Y., Huang, Y. C., Lo, Y. T. C., Wahlqvist, M. L. , & Lee, M. S. (2015). Breakfast is associated with the metabolic syndrome and school performance among taiwanese children. Research in developmental disabilities, 43-44, 179-188.
Hu, Y. M., Fan, W. F., & Ding, W. L. (2015). Does shadow education aggravate inequality of educational outcomes? An empirical study on PISA 2012 shanghai data. Peking Univ Edu Rev,13(03):29-46+188.
Kang, Y. W., & Park, J. H. (2016). Does skipping breakfast and being overweight influence academic achievement among korean adolescents? Osong Public Health Res Perspect, 7(4):220-227.
Kleiman-Weiner, M., Luo, R. , Zhang, L. , Shi, Y. , Medina, A. , & Rozelle, S. (2013). Eggs versus chewable vitamins: which intervention can increase nutrition and test scores in rural China? Chin Econ Rev, 24:165-176.
Le, Z. Q., & Du, Y. H. (2018). The influence of family backgrounds on the students’ behavior choices of the private tutoring. Res Edu Dev, 38(10), 7-14.
Li, C. L. (2005). Prestige stratification in the contemporary china: Occupational prestige measures and socio-economic index. Soc Stud, (02):74-102+244.
Li, J. L, & He, R. Z. (2019). Family education, time investment, economic investment and youth development: social capital, cultural capital and the interpretation of shadow education. Chin Youth Res, (08):97-105.
Li, J. L. (2018). The effect of private tutoring on the academic achievement of students from western rural area in china? Fixed effect analysis based on panel data. J Sch Studies, 15(01): 90-98.
Li, J. L., Hu,Y. M., & Fan, W. F. (2016). Family background, shadow education and student achievement: Based on empirical research of Wisconsin model. Chin Econ Edu Rev,1(01): 70-89.
Li, Z. L., & Qiu, Z.Q. (2016). Family background and children’s academic performance: Evidence from the compulsory education in China. Socio Stud,31 (04): 121-144.
Lien, L. (2007). Is breakfast consumption related to mental distress and academic performance in adolescents? Public Health Nutri, 10(04):422-428.
Liu, T. X., & Wang, Q. (2018). Private tutoring and student’s educational attainment: Evidence from secondary school in China. China Edu Econ Rev, 3(05):70-94.
Lu, X. Y. (2002). Analysis of the top ten classes in contemporary Chinese society. Stu Pract, (3): 55-63.
Mark, B., & Liu, J.Y. (2015). Conducting Research into Private Supplementary Tutoring: Methods and Approaches. Peking Univ Edu Rev, 13(03): 2-16.
O’Sullivan, T., Robinson, M., Kendall, G., Miller, M., Jacoby, P., Silburn, S., & Oddy, W. (2009). A good-quality breakfast is associated with better mental health in adolescence. Public Health Nutr, 12(2):249-258.
Peng, P., & Zhou, Z.B. (2008). Study on tutoring in urban compulsory education——Based on sample survey of h district, Wuhan city, Hubei Province. Prim Seco Sch Man (4), 22-25.
Qu, Y., & Xue, H.P. (2015). Research on private cost of extracurricular tutoring in compulsory education in China. J Shanghai Edu Res, (04):21-26.
Rampersaud, G. C., Pereira, M. A., Girard, B.L. , Adams, J. , & Metzl, J. D. (2005). Breakfast habits, nutritional status, body weight, and academic performance in children and adolescents. J Am Diet Association, 105(5), 743-760.
Sampasa-Kanyinga, H., & Hamilton, H. A. (2017). Eating breakfast regularly is related to higher school connectedness and academic performance in Canadian middle- and high-school students. Public Health, 145: 120-123.
Shorrocks, A. F. (1982). Inequality decomposition by factor components. Econometrica, 50 (1):193-211.
Snilstveit, B., Stevenson, J., Phillips, D., Vojtkova, M., Gallagher, E., Schmidt, T., Jobse, H., Geelen, M., Pastorello, M., & Eyers, J. (2015).
Interventions for improving learning outcomes and access to education in low- and middle- income countries: a systematic review, 3ie Systematic Review 24. London: International Initiative for Impact Evaluation (3ie).69-97.
Sun, J.,&Yin, J. S. (1994). The impact of breakfast quality on classroom teaching effectiveness. Chin J Sch Health, (06): 447-447.
Sun, L. X., & Tang, J. J. (2019). The effectiveness of private tutoring: an estimation based on China education panel survey. Peking Univ Edu Rev, 17(01): 123-141+191.
Tang, L. C., & Fu, L. J. (2007). An empirical study on the relationship between academic burden and academic achievement. J Shanghai Edu Res, (12): 32-36.
Wang, J. J. (2005). Family education and school education: a vicious circle that cannot be achieved. J Sch Stu Res, (10): 8-9.
Widenhorn-Müller, K., Hille, K., Klenk, J.,&Weiland, U.(2008).Influence of having breakfast on cognitive performance and mood in 13- to 20-year-old high school students: Results of a crossover trial. pediatrics, 122(2): 279-284.
Wooldridge,J.M. (2009).Introductory econometrics: A modern approach (4th edition). South-Western Cengage Learn.
Xu, H. Q., Hu, X. Q., Zhang, Q., Li, L., Zhang, F., & Pan, H., Ma, G.S. (2014). Analysis of the correlation between breakfast frequency and students’ scores in poor areas. Chin J Sch Health, 35(12):1788-1790.
Xue, H. P. (2016). Extracurricular tutoring, student achievements and social reproduction. Edu Econ, (02):32-43.
Xue, H. P. (2017). Family capital and education acquisition: A Perspective of shadow education. Edu Sci Res, (02):31-41+48.
Xue, H. P., & Ding, X. H. (2009). A study on additional instruction for students in cities and towns in China. Edu Res, (01): 41-48.
Xue, H. P., Wang, D., & Wu, X. W. (2014). The impact of private tutoring on left-behind students’ academic achievements in Chinese compulsory education. Peking Unive Edu Rev, 12(3):50-62.
Yang, Q. L. (2004). On the necessity of "tutorship" reform and its selection strategy—re-discussion on the issue of "tutorship" in practice. Cont Edu Sci, (21):8-11.
Yao, J. J. (2008). On the comprehensive measuring of educational balancing development: Principles and methods. Edu Sci, 03: 5-8.
Yao, J. J., Liu, Y. L., & Zhou, S. K. (2019). Effect of eating breakfast on cognitive development of elementary and middle school students: An empirical study using large-scale provincial survey data. Med Sci Monit, 25: 8843-8853.
Zhang, Y. (2013). Does private tutoring improve students’ national college entrance exam performance? A case study from Jinan, China. Econ Edu Rev, 32:1-28.
Zhejiang News. (2017). Students who regularly eat breakfast every day have generally good academic performance [EB/OL].http://zjnews.zjol.com.cn/zjnews/hznews/201705/t20170523_4029557.shtml.
Fang, C. C. (2018). An Empirical Study of the Effects of Breakfast on Students’ Achievements. J Shanghai Edu Res, 375(08):15-18.
Fang, C. C., & Xue, H.P. (2014). An empirical study of the influence of tutoring on students’ performance in compulsory education. J Shanghai Edu Res, (12): 5-9.
Frisvold, D. E. (2015). Nutrition and cognitive achievement: An evaluation of the school breakfast program. J Public Econ, (124): 91-104.
Hau, K. T. (2016). Have breakfast rather than wasting money on tutorial. EdData Speaks, No.2. EdDataX Research Centre.
Ho, C. Y., Huang, Y. C., Lo, Y. T. C., Wahlqvist, M. L. , & Lee, M. S. (2015). Breakfast is associated with the metabolic syndrome and school performance among taiwanese children. Research in developmental disabilities, 43-44, 179-188.
Hu, Y. M., Fan, W. F., & Ding, W. L. (2015). Does shadow education aggravate inequality of educational outcomes? An empirical study on PISA 2012 shanghai data. Peking Univ Edu Rev,13(03):29-46+188.
Kang, Y. W., & Park, J. H. (2016). Does skipping breakfast and being overweight influence academic achievement among korean adolescents? Osong Public Health Res Perspect, 7(4):220-227.
Kleiman-Weiner, M., Luo, R. , Zhang, L. , Shi, Y. , Medina, A. , & Rozelle, S. (2013). Eggs versus chewable vitamins: which intervention can increase nutrition and test scores in rural China? Chin Econ Rev, 24:165-176.
Le, Z. Q., & Du, Y. H. (2018). The influence of family backgrounds on the students’ behavior choices of the private tutoring. Res Edu Dev, 38(10), 7-14.
Li, C. L. (2005). Prestige stratification in the contemporary china: Occupational prestige measures and socio-economic index. Soc Stud, (02):74-102+244.
Li, J. L, & He, R. Z. (2019). Family education, time investment, economic investment and youth development: social capital, cultural capital and the interpretation of shadow education. Chin Youth Res, (08):97-105.
Li, J. L. (2018). The effect of private tutoring on the academic achievement of students from western rural area in china? Fixed effect analysis based on panel data. J Sch Studies, 15(01): 90-98.
Li, J. L., Hu,Y. M., & Fan, W. F. (2016). Family background, shadow education and student achievement: Based on empirical research of Wisconsin model. Chin Econ Edu Rev,1(01): 70-89.
Li, Z. L., & Qiu, Z.Q. (2016). Family background and children’s academic performance: Evidence from the compulsory education in China. Socio Stud,31 (04): 121-144.
Lien, L. (2007). Is breakfast consumption related to mental distress and academic performance in adolescents? Public Health Nutri, 10(04):422-428.
Liu, T. X., & Wang, Q. (2018). Private tutoring and student’s educational attainment: Evidence from secondary school in China. China Edu Econ Rev, 3(05):70-94.
Lu, X. Y. (2002). Analysis of the top ten classes in contemporary Chinese society. Stu Pract, (3): 55-63.
Mark, B., & Liu, J.Y. (2015). Conducting Research into Private Supplementary Tutoring: Methods and Approaches. Peking Univ Edu Rev, 13(03): 2-16.
O’Sullivan, T., Robinson, M., Kendall, G., Miller, M., Jacoby, P., Silburn, S., & Oddy, W. (2009). A good-quality breakfast is associated with better mental health in adolescence. Public Health Nutr, 12(2):249-258.
Peng, P., & Zhou, Z.B. (2008). Study on tutoring in urban compulsory education——Based on sample survey of h district, Wuhan city, Hubei Province. Prim Seco Sch Man (4), 22-25.
Qu, Y., & Xue, H.P. (2015). Research on private cost of extracurricular tutoring in compulsory education in China. J Shanghai Edu Res, (04):21-26.
Rampersaud, G. C., Pereira, M. A., Girard, B.L. , Adams, J. , & Metzl, J. D. (2005). Breakfast habits, nutritional status, body weight, and academic performance in children and adolescents. J Am Diet Association, 105(5), 743-760.
Sampasa-Kanyinga, H., & Hamilton, H. A. (2017). Eating breakfast regularly is related to higher school connectedness and academic performance in Canadian middle- and high-school students. Public Health, 145: 120-123.
Shorrocks, A. F. (1982). Inequality decomposition by factor components. Econometrica, 50 (1):193-211.
Snilstveit, B., Stevenson, J., Phillips, D., Vojtkova, M., Gallagher, E., Schmidt, T., Jobse, H., Geelen, M., Pastorello, M., & Eyers, J. (2015).
Interventions for improving learning outcomes and access to education in low- and middle- income countries: a systematic review, 3ie Systematic Review 24. London: International Initiative for Impact Evaluation (3ie).69-97.
Sun, J.,&Yin, J. S. (1994). The impact of breakfast quality on classroom teaching effectiveness. Chin J Sch Health, (06): 447-447.
Sun, L. X., & Tang, J. J. (2019). The effectiveness of private tutoring: an estimation based on China education panel survey. Peking Univ Edu Rev, 17(01): 123-141+191.
Tang, L. C., & Fu, L. J. (2007). An empirical study on the relationship between academic burden and academic achievement. J Shanghai Edu Res, (12): 32-36.
Wang, J. J. (2005). Family education and school education: a vicious circle that cannot be achieved. J Sch Stu Res, (10): 8-9.
Widenhorn-Müller, K., Hille, K., Klenk, J.,&Weiland, U.(2008).Influence of having breakfast on cognitive performance and mood in 13- to 20-year-old high school students: Results of a crossover trial. pediatrics, 122(2): 279-284.
Wooldridge,J.M. (2009).Introductory econometrics: A modern approach (4th edition). South-Western Cengage Learn.
Xu, H. Q., Hu, X. Q., Zhang, Q., Li, L., Zhang, F., & Pan, H., Ma, G.S. (2014). Analysis of the correlation between breakfast frequency and students’ scores in poor areas. Chin J Sch Health, 35(12):1788-1790.
Xue, H. P. (2016). Extracurricular tutoring, student achievements and social reproduction. Edu Econ, (02):32-43.
Xue, H. P. (2017). Family capital and education acquisition: A Perspective of shadow education. Edu Sci Res, (02):31-41+48.
Xue, H. P., & Ding, X. H. (2009). A study on additional instruction for students in cities and towns in China. Edu Res, (01): 41-48.
Xue, H. P., Wang, D., & Wu, X. W. (2014). The impact of private tutoring on left-behind students’ academic achievements in Chinese compulsory education. Peking Unive Edu Rev, 12(3):50-62.
Yang, Q. L. (2004). On the necessity of "tutorship" reform and its selection strategy—re-discussion on the issue of "tutorship" in practice. Cont Edu Sci, (21):8-11.
Yao, J. J. (2008). On the comprehensive measuring of educational balancing development: Principles and methods. Edu Sci, 03: 5-8.
Yao, J. J., Liu, Y. L., & Zhou, S. K. (2019). Effect of eating breakfast on cognitive development of elementary and middle school students: An empirical study using large-scale provincial survey data. Med Sci Monit, 25: 8843-8853.
Zhang, Y. (2013). Does private tutoring improve students’ national college entrance exam performance? A case study from Jinan, China. Econ Edu Rev, 32:1-28.
Zhejiang News. (2017). Students who regularly eat breakfast every day have generally good academic performance [EB/OL].http://zjnews.zjol.com.cn/zjnews/hznews/201705/t20170523_4029557.shtml.
How to Cite
Liu, Y., Yao, J., Cai, R., & Zhou, S. (2020). Eating Breakfast or Attending Extracurricular Tutoring, Which One is More Effective in Improving Student’s Performance? An Empirical Study Based on the Data from A Large-Scale Provincial Survey. Science Insights Education Frontiers, 5(1), 481–499. https://doi.org/10.15354/sief.20.ar029
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