한국의 사교육비와 관련 요인 관계에 대한 메타분석

Abstract

This study synthesizes the magnitude of the relationship between private tutoring expenditure and related factors, focusing on determinants of private tutoring and its effect on academic achievement. Using 275 effect sizes (ESs) from 16 studies, this study found the overall ES to be 0.150, using a random-effects model. Subgroup analyses based on several study characteristics, such as determining variables categorized by individual, family, and school factors; academic achievement by subject; and data collection method, were also conducted to determine the effects of private tutoring expenditure. Average ESs of private tutoring expenditure with individual characteristics, family background, school satisfaction, and academic achievement were 0.147, 0.210, -0.02, and 0.083, respectively. The overall results with subgroup analyses indicate that students’ socioeconomic status has the strongest linkage with private tutoring expenditure, and that English and math achievement are also highly related to spending on private tutoring. We suggest that Korean educational policy should be geared toward compensating low-income students for existing disadvantages with diverse educational programs at school.