Abstract
This paper endeavours to shed light on the effect of private tutoring for Mathematics, Chinese and English in various kinds of class-size on students’ performances in the National College Entrance Exam (NCEE) in China. To achieve this, it draws upon a dataset collected by a specifically designed questionnaire on private tutoring of grade 12 students in Jinan, China. With the consideration of nested alternative structure of choices among private tutoring in different class-size and self-selection problem, the study employed a nested logit model to investigate the factors underlying students’ choice of private tutoring and has fitted OLS model to examine the effects of different class-size tutoring. Copyright © 2015 Elsevier Inc.
| Original language | English |
|---|---|
| Pages (from-to) | 11-24 |
| Journal | Learning and Individual Differences |
| Volume | 45 |
| Early online date | Nov 2015 |
| DOIs | |
| Publication status | Published - Jan 2016 |
Citation
Yeung, P.-z., Ho, C. S.-h., Chan, D. W.-o., & Chung, K. K.-h. (2016). A componential model of reading in Chinese. Learning and Individual Differences, 45, 11-24.Keywords
- Private tutoring
- Class size
- Achievement effect
