Can the academic achievement of Korean students be portrayed as a product of 'shadow achievement'?

被引：17

作者：

Kim, Hyunjin ^{[1
]}

机构：

[1] Kookmin Univ, Dept Educ, Seoul, South Korea

来源：

ASIA PACIFIC EDUCATION REVIEW | 2015年 / 16卷 / 01期

基金：

新加坡国家研究基金会;

关键词：

Private tutoring; Academic achievement; Shadow achievement; Standardized test achievement; School performance achievement; Foreshadow education; MAXIMUM-LIKELIHOOD-ESTIMATION; EDUCATION; IMPACT; PERFORMANCE;

D O I：

10.1007/s12564-015-9361-1

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

The purpose of this study was to investigate the effects of private tutoring expenditure on two types of Korean students' academic achievements as measured by standardized test achievement and by school performance achievement, applying 5-year data from Korean Educational Longitudinal Study (KELS). It was found that private tutoring expenditure consistently appeared to have statistically significant effects on standardized test achievement. On the other hand, private tutoring expenditure did not have statistically significant effects on school performance achievement. It can be stated that regarding standardized test achievement, some portion of Korean students' academic achievement could be a product of 'shadow achievement.'.

引用

页码：119 / 135

页数：17