사교육시간, 개인공부시간, 학교수업참여도의 실태 및 주관적 학업성적향상효과

Abstract

This study investigates the hours of private tutoring, hours of self-study and degree of class participation and their impacts on school achievements, subjectively perceived by Korean second grade junior high school students. In order to explore this theme, we used the data of first wave of Korean Youth Panel Survey, which were collected from the second grade junior high school students and their parents in Korea. The results show the followings. First, for the case of Korean second grade junior high school students, students with higher parents' academic backgrounds, higher household incomes, and better academic achievements tend to have relatively more private tutoring experiences, more hours of self study and more school class participation. Second, however, it shows that students who have higher degree of class participation and more hours of self-study perceive that these two factors have higher impacts on their school achievements. Yet they recognize that the hours of private tutoring have little impact on the improvement of their school achievements. Such results implicate that, at least, for the views of second grade junior high school students, it is more effective to focus on school class participation and self-study than private tutoring in order to improve their school achievements.