The Impact of Extracurricular Tutoring Time Investment on Academic Performance of Secondary School Students: An Empirical Analysis Based on PISA2015 Data of Four Provincial Administrative Regions in China
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Published
Apr 30, 2022
Abstract
We use the Hierarchical Linear Model to analyze the current state of extracurricular tutoring time for secondary school students and its impact on academic performance using PISA2015 data from four provincial administrative regions in China. The study discovered that the effect of extracurricular tutoring time on academic performance is a non-linear relationship that initially declines and then increases, indicating that subject-specific tutoring has a threshold effect. When tutoring time exceeds a certain threshold, academic performance improves qualitatively. However, when mathematics tutoring time exceeds a certain threshold, the gap in mathematics scores between students from different family backgrounds widens, resulting in educational inequality. The effect of school curriculum time on student achievement is a non-linear relationship that begins with an increase and then declines. When compared to off-campus tutoring time, in-school curriculum time can more effectively improve student academic performance.
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Keywords
Extracurricular Tutoring Time, Student Academic Performance, Educational Equity, Hierarchical Linear Models
References
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Hu, Y., Fan, W., & Ding, W. (2015). Does shadow education aggravate inequality in educational outcomes? An empirical study on PISA2012 data of Shanghai. Peking University Education Review, 13(3):29-46+188. [Chinese] DOI: https://doi.org/10.19355/j.cnki.1671-9468.2015.03.004
Hu, Y., Fan, W., & Ding, W. (2017). Does shadow education enlarge the inequality of educational outcomes? An empirical study based on PISA 2012 data from China, Japan, and Korea. China Economics of Education Review, 2017, 2(5):43-71. [Chinese]. DOI: https://doi.org/10.19512/j.cnki.issn2096-2088.2017.05.004
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Song, H. & Xue, H. (2017). Extracurricular tutoring time, student achievements and social reproduction. Forum on Contemporary Education, 2017(5):51-62. [Chinese]. DOI: https://doi.org/10.13694/j.cnki.ddjylt.2017.05.007.
Xue, H. (2016). Extracurricular tuition, academic performance, and social reproduction. Education and Economy, 32(2):32-43. [Chinese]. Available at: https://kns.cnki.net/kcms/detail/detail.aspx?FileName=JYJI201602005&DbName=CJFQ2016
Xue, H., Hu, Y., & Duan, P. (2011). An empirical research on the influencing factors of students’ science competence in Chinese senior high school. Education Science, 27(5):68-78. [Chinese]. Available at: https://kns.cnki.net/kcms/detail/detail.aspx?FileName=JYKO201105014&DbName=CJFQ2011
Xue, H. & Li, J. (2016). Family capital, shadow education, and social reproduction. China Economics of Education Review, 1(4):60-81. [Chinese]. DOI: https://doi.org/10.19512/j.cnki.issn2096-2088.2016.04.004
Xue, H. & Song, H. (2018). An empirical study on the effects of extracurricular tutoring time on middle school student achievements: Based on PISA 2012 Shanghai data. Educational Science Research, 2018(4):55-60. [Chinese]. Available at: https://kns.cnki.net/kcms/detail/detail.aspx?FileName=JYKY201804013&DbName=CJFQ2018
Yang, D. (2018). The Characteristics and Governance of the New Round of Educational Industrialization. Tsinghua Journal of Education, 39(1):35-38. [Chinese]. DOI: https://doi.org/10.14138/j.1001-4519.2018.01.003504
Zhang, Y., Chen, D., & Liu, J. (2015). The effect of private tutoring in primary education on the academic development in the middle school: a longitudinal study in x middle school in Beijing. Research In Educational Development, Z2(35):18-25. [Chinese]. DOI: https://doi.org/10.14121/j.cnki.1008-3855.2015.z2.004
Zhou, H. & Wu, X. (2008). Educational results of migrant children and influencing factors: Based on analysis of hierarchical linear model. Population Research, 2008(4):22-32. [Chinese]. Available at: https://kns.cnki.net/kcms/detail/detail.aspx?FileName=RKYZ200804003&DbName=CJFQ2008
Byun, S. Y. (2014). Shadow education and academic success in Republic of Korea. In Education in the Asia-Pacific Region (pp. 39-58). Education in the Asia-Pacific Region, Vol. 23. Springer Nature. DOI: https://doi.org/10.1007/978-981-4451-27-7_3
Fang, C., Hu, Y., & Zhang, P. (2018). Can pupils of primary schools benefit from the study time after class. Journal of Educational Science of Hunan Normal University, 17(1):69-77. [Chinese]. DOI: https://doi.org/10.19503/j.cnki.1671-6124.2018.01.011
Hao, Y. (2016). A study on the relationship between extracurricular tutoring and junior high school students’ academic performance in mathematics. Shanghai Research on Education, 2016(1):50-52+56. [Chinese] DOI: https://doi.org/10.16194/j.cnki.31-1059/g4.2016.01.014
Hu, Y., Fan, W., & Ding, W. (2015). Does shadow education aggravate inequality in educational outcomes? An empirical study on PISA2012 data of Shanghai. Peking University Education Review, 13(3):29-46+188. [Chinese] DOI: https://doi.org/10.19355/j.cnki.1671-9468.2015.03.004
Hu, Y., Fan, W., & Ding, W. (2017). Does shadow education enlarge the inequality of educational outcomes? An empirical study based on PISA 2012 data from China, Japan, and Korea. China Economics of Education Review, 2017, 2(5):43-71. [Chinese]. DOI: https://doi.org/10.19512/j.cnki.issn2096-2088.2017.05.004
Lee, J. Y. (2013). Private tutoring and its impact on student academic achievement, formal schooling, and educational inequality in Korea. Ph.D. diss., Columbia University. DOI: https://doi.org/10.7916/D8K64R8K
Li, J., Hu, Y., & Fan, W. (2016). Family background, shadow education and student achievement: Based on empirical research of Wisconsin model. China Economics of Education Review, 2016(1):70-89. [Chinese] DOI: https://doi.org/10.19512/j.cnki.issn2096-2088.2016.01.010
Liu, J. (2012). Does cram schooling matter? who goes to cram schools? evidence from Taiwan. International Journal of Educational Development, 32(1):6-52. DOI: https://doi.org/10.1016/j.ijedudev.2011.01.014
Lucas, S. R. (2001). Effectively maintained inequality: Education transitions, track mobility, and social background effects. American Journal of Sociology, 106(6):1642-1690. DOI: https://doi.org/10.1086/321300
Ma, H., & Zheng, P. (2017). Time allocation for learning after class and the rewards: Education input-output interpretation. Journal of Schooling Studies, 2017(3):86-95. [Chinese] Available at: https://kns.cnki.net/kcms/detail/detail.aspx?FileName=ZHJY201703013&DbName=CJFQ2017
Raftery, A. E. & Hout, M. (1993). Maximally maintained inequality: Expansion, reform, and opportunity in Irish education, 1921-75. Sociology of Education, 1993, 66(1):41-62. DOI: https://doi.org/10.2307/2112784
Shen, X. (2014). Research on Shanghai secondary school students’ optimal learning time based on PISA data. Research in Educational Development, 33(4):9-14. [Chinese]. DOI: https://doi.org/10.14121/j.cnki.1008-3855.2014.04.014
Song, H. & Xue, H. (2017). Extracurricular tutoring time, student achievements and social reproduction. Forum on Contemporary Education, 2017(5):51-62. [Chinese]. DOI: https://doi.org/10.13694/j.cnki.ddjylt.2017.05.007.
Xue, H. (2016). Extracurricular tuition, academic performance, and social reproduction. Education and Economy, 32(2):32-43. [Chinese]. Available at: https://kns.cnki.net/kcms/detail/detail.aspx?FileName=JYJI201602005&DbName=CJFQ2016
Xue, H., Hu, Y., & Duan, P. (2011). An empirical research on the influencing factors of students’ science competence in Chinese senior high school. Education Science, 27(5):68-78. [Chinese]. Available at: https://kns.cnki.net/kcms/detail/detail.aspx?FileName=JYKO201105014&DbName=CJFQ2011
Xue, H. & Li, J. (2016). Family capital, shadow education, and social reproduction. China Economics of Education Review, 1(4):60-81. [Chinese]. DOI: https://doi.org/10.19512/j.cnki.issn2096-2088.2016.04.004
Xue, H. & Song, H. (2018). An empirical study on the effects of extracurricular tutoring time on middle school student achievements: Based on PISA 2012 Shanghai data. Educational Science Research, 2018(4):55-60. [Chinese]. Available at: https://kns.cnki.net/kcms/detail/detail.aspx?FileName=JYKY201804013&DbName=CJFQ2018
Yang, D. (2018). The Characteristics and Governance of the New Round of Educational Industrialization. Tsinghua Journal of Education, 39(1):35-38. [Chinese]. DOI: https://doi.org/10.14138/j.1001-4519.2018.01.003504
Zhang, Y., Chen, D., & Liu, J. (2015). The effect of private tutoring in primary education on the academic development in the middle school: a longitudinal study in x middle school in Beijing. Research In Educational Development, Z2(35):18-25. [Chinese]. DOI: https://doi.org/10.14121/j.cnki.1008-3855.2015.z2.004
Zhou, H. & Wu, X. (2008). Educational results of migrant children and influencing factors: Based on analysis of hierarchical linear model. Population Research, 2008(4):22-32. [Chinese]. Available at: https://kns.cnki.net/kcms/detail/detail.aspx?FileName=RKYZ200804003&DbName=CJFQ2008
How to Cite
Song, H., & Xue, H. (2022). The Impact of Extracurricular Tutoring Time Investment on Academic Performance of Secondary School Students: An Empirical Analysis Based on PISA2015 Data of Four Provincial Administrative Regions in China. Science Insights Education Frontiers, 11(2), 1551–1565. https://doi.org/10.15354/sief.22.or052
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