• The Korean Journal of Elementary Counseling
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• v.7 no.2
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• pp.117-129
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• 2008

The purpose of this study was to examine the Korean adolescents' perceptions of academic achievement process. The data from Korea Youth Panel Survey(KYPS) in 2003 and 2005 were analysed for this study. The sample consisted of 3,449 jounior-high school students and 3,125 high school students. Students reported the effects of class participation, private tutoring, and studying by oneself were almost same level. But the correlations of students' efforts and the academic achievement were different across the activities. Studying by oneself was regarded more effective by the students who took more efforts to participate at the class. And the correlation coefficient between the class participation and the academic achievement was highest.

• Journal of Gifted/Talented Education
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• v.23 no.1
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• pp.49-65
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• 2013

The purpose of this study is to investigate the longitudinal impact of the engagement of private tutoring on student achievement and the influence of the engagement of gifted education on the effect of private tutoring by applying hierarchical linear growth modeling technique on the KELS (Korean Education Longitudinal Study) data. For the analysis, we used KELS data including the score of Mathematics achievement from 2005 to 2007 in order to get useful variables like whether or not to engage private tutoring, weekly time and monthly cost of private tutoring, the experience of gifted education, gender, prior achievement of 6th grade, parents' monthly income, internal motivation and self-efficacy. The sample consisted of 4,435 7th graders from Korean middle schools who were included in the KELS and have the data available to a significant dataset having no missing values include. The result suggest that the private tutoring experience predicted students' high Mathematics achievement and the interaction between grade and private tutoring time and cost has negative impact on the mathematics achievement. In contrast, it was found that the experience of gifted education has negative impact on the growth of mathematics achievement, but positive impact on the effect of private tutoring cost on the mathematics achievement. In other words, the experience of gifted education shows affirmative impact on the effect of private tutoring cost on the mathematics achievement indirectly. On the basis of this results, we discussed deeply the effect of private tutoring on the Mathematics achievement and the influence and its meaning of the experience of gifted education on the effect of private tutoring.

• Journal of Gifted/Talented Education
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• v.23 no.4
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• pp.505-521
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• 2013

The purpose of the study is the find out current status and key factors of attendance in private education of gifted students. The results show that 95.9% of gifted students and 94.6% of general students are currently participating in private education. Most percentages of students took English and math programs at the private institutes. Average amount of time students spend for private education was 2~3 hours per day, and most percentage of parents spent 400,000~600,000 won per month for their children's private education. There were no significant differences between the gifted and the general students in the aspects of private education statuses. Regarding the key factors of attendance in private education, improvement of study related skills, school grade management, and influences of surroundings, such as parents and friends, were showed as significant variables in gifted students group. Interestingly, influences of surroundings showed negative effect. For general students and their parents, improvement of study related skills and school grade management factors were significant variables. And for the parents of gifted students, improvement of study related skills and entering higher level schools appeared as significant factors for the participation in private education. Implications of the study were discussed in depth.

• Education of Primary School Mathematics
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• v.23 no.4
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• pp.207-227
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• 2020

The demand for private education in Korea is steadily increasing every year, and the participation rate of private education is increasing as the grade goes down. In order to empirically verify the effectiveness of private education, it is necessary to analyze through longitudinal data that has been mainly investigated over a long period of time. This study investigated the longitudinal changes in mathematics academic achievement and participation time in mathematics private education using longitudinal data from 2013 (4th grade in elementary school) to 2017 (2nd grade in middle school) of the Seoul Education Longitudinal Study. The students were divided into groups in which mathematics academic achievement changed similarly as the grade went up, and the effect of mathematics academic achievement was examined according to the change of participation time in private mathematics education for each group. As a result of the study, it was found that the participation time of private math education of all students continuously increased from the 5th grade of elementary school to the 2nd grade of middle school, and the participation time of private math education by group was different. In addition, the effect of private tutoring by group was different according to the group.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.14 no.6
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• pp.2660-2666
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• 2013

Education is important in Korea and English education takes a huge part of it. Korean Education can be divided into public and private. A number of households expend money on private education. Therefore this study examines the relationship between private education expense and the grade of college entrance examination. As results, there is a positive effect between them and also a positive effect between the total mount of time of private education and the grade of college entrance examination.

• The Korean Journal of Applied Statistics
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• v.27 no.7
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• pp.1125-1137
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• 2014

This paper studies what affects the private education cost for the elementary, middle, and high school students. It is a big issue now because there can be a problem in the equal opportunity for education if the portion of private education cost is very high in the total education cost. If we spend more time and money on the private education than the school education, it can cause the polarization among the classes and regions. The excessive private education also can deteriorate the school system. we use various regression and classification methods to analyze the cost of private education and find the important variables in the models. we found that large cities spend more money on the private education than small cities. We also found that high school students spend more than middle school students and the elementary students and the household with more income spend more money on the private education.

• Journal of the Korean Data and Information Science Society
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• v.28 no.6
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• pp.1457-1469
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• 2017

Private education expenses is one of the key issues in Korea and there have been many discussions about it. Academically, most of previous researches for private education expenses have used multiple regression linear model based on ordinary least squares (OLS) method. However, if the data do not satisfy the basic assumptions of the OLS method such as the normality and homoscedasticity, there is a problem with the reliability of estimations of parameters. In this case, quantile regression model is preferred to OLS model since it does not depend on the assumptions of nonnormality and heteroscedasticity for the data. In the present study, the data from a survey on private education expenses, conducted by Statistics Korea in 2015 has been analyzed for investigation of the impacting factors for private education expenses. Since the data do not satisfy the OLS assumptions, quantile regression model has been employed in Bayesian approach by using gibbs sampling method. The analysis results show that the gender of the student, parent's age, and the time and cost of participating after school are not significant. Household income is positively significant in proportion to the same size for all levels (quantiles) of private education expenses. Spending on private education in Seoul is higher than other regions and the regional difference grows as private education expenditure increases. Total time for private education and student's achievement have positive effect on the lower quantiles than the higher quantiles. Education level of father is positively significant for midium-high quantiles only, but education level of mother is for all but low quantiles. Participating after school is positively significant for the lower quantiles but EBS textbook cost is positively significant for the higher quantiles.

• The Journal of the Korea Contents Association
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• v.18 no.3
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• pp.172-182
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• 2018

This research suggests a solution to the problem of excessive shadow education in Korea as a way to compare the shadow education and income redistribution programs of advanced welfare states. The government has introduced a variety of measures to overcome the problem of excessive shadow education for a long time. However, the trend of increasing shadow education costs has not stopped. The excessive use of shadow education is definitely related to university entrance. But university entrance is not the only concern. In our country, the meaning of university is closely related to the standard of future life. Therefore, participation in shadow education is a reasonable choice by parents or students to ensure a stable future. The belief that the future life can be stabilized when you go to a prestigious university and the reality in the labor market, which reflects this belief, is the essential cause of excessive shadow education. Advanced welfare states such as Sweden and Germany provide hope for our nation. There are shadow education in these countries, too. However, the importance is not so great and its roles are not necessarily directly related to college entrance exams. For the income redistribution programs guarantee the life of all members of society at a certain level. The solution to the problem of excessive shadow education is not the admission system but the improvement of the income security system.

• The Korean Journal of Applied Statistics
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• v.24 no.1
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• pp.193-206
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• 2011

Due to the great impact of private education expenses on many areas including economics and politics, reducing private education expenses is one of the key issues in Korea. In this paper, we analyze the data from a survey on private education expenses, conducted by Statistics, Korea, in 2008. We study the effect of some demographic variables on two dependent variables, the expenses for out-of-school private education (Private) and the expenses for after-school programs (Afterschool), by using a multiple linear regression model. The analysis results show that 'residential area' and 'school level' variables have a significant effect on the two dependent variables. 'Private' increases in the order of small town, middle town, or metropolitan city, and Seoul, by about 7%. On the other hand, 'Afterschool' are about the same for all areas except for the small town. In terms of the effect of 'school level', 'Private' for high school students is about 17% larger than all other students including professional high school students. This shows a strong correlation between university admission and private education, in Korea. 'Afterschool' is larger for high school and elementary school students and decreases in the order of professional school students and middle school students. It seems that after-school programs are alternatives to expensive private education programs for elementary school students, and that high school students are attracted to after-school programs to get a good GPA, which is important for university admissions.

• Korean Journal of Culture and Social Issue
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• v.16 no.2
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• pp.103-124
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• 2010

The purpose of the present study was to examine the relationships among private tutoring hours, academic motivation, use of learning strategies, and academic achievement test scores using structural equation modeling. The sample consisted of 3,607 7th graders from Korean middle schools who were included in the Korean Education Longitudinal Study. The results suggest that there was no evidence that the private tutoring hours predicted students' motivation and learning strategy use. It was found that the private tutoring hours predicted achievements in English and Math, but it was negligible in magnitude. As for achievement test scores, academic motivation and the use of learning strategies played more critical role rather than the private tutoring hours.