Science-Related Shadow Education Participation and Its Association With Science Test Scores in China PISA 2015

• In Event: 64.086 - MTCC Roundtable Session 27
  In Roundtable Session: 64.086-14 - Education Viewed in an International Context

Abstract

This study examines the prevailing shadow education in China. Using PISA 2015 B-S-J-G sample that surveyed students from Beijing, Shanghai, Jiangsu and Guangdong, this paper aims to explore whether there are different participation patterns of science-related private tutoring in China among different ability groups, and how shadow education is associated with science test scores in PISA data. With linear regression model, the study found that students from the lowest achievement group invested the largest amount of time in additional instruction in science subjects, whereas highest achieving students spent the least amount of time. However, shadow education was found to be negatively associated with students’ science performance, especially among the lowest and highest achievers.

Author

• Lei Zhu, University at Buffalo - SUNY