How to reach a top college? Private tutoring vs. student interests in the race for college entrance success = 일류대학에 어떻게 입학하는가?대학 입학 성공 경쟁에서사교육 대 학생의 학업 흥미

다국어 초록 (Multilingual Abstract)

Purpose: Using the Korean Education and Employment Panel Survey, this study addresses the question of how time use during middle school affects college entrance outcomes of Korean students. In particular, we investigate the effectiveness of time and money spent in private tutoring. We further investigate the role of student academic interests and self-rated skills.
Design/Methodology/Data/Approach: We use data from the Korean Education & Employment Panel (KEEP) Survey for 1,030 students which were observed in their third year of middle school in 2004 and in their first year of college in 2008. Our main dependent variable is a student’s college rank in 2008. We run OLS regressions of the college rank on a student’s time use as a middle school senior in 2004. We include a large set of control variables including student, family, and school background. Besides time and money invested in private tutoring, we further investigate the particular role of student academic interests and self-rated skills for a student’s college entrance success.
Findings/Results: Findings indicate that time spent in private tutoring in middle school has no statistically significant effect on college entrance outcomes. On the contrary, money spent on private tutoring has a statistically significant impact, yet the size of the impact is very modest. Compared to socioeconomic factors, student interests and self-rated skills, other time use, and location, the effects of private tutoring are rather modest and contribute only 9.2 percent to the explained variation in college ranks.
Value: The results suggest that a more holistic approach to education should take into account the important role of academic interests and innate skills. Future education should take this finding into account and aim to nurture students’ interests and intrinsic motivation from early ages.

국문 초록 (Abstract)

본 연구는 한국직업능력개발원의 한국교육고용패널 자료분석 결과를 바탕으로 중학생 때 사교육에 사용한 시간이 한국 학생들의 대학 입시에 미치는 영향을 살펴본다. 특히, 본 연구는 학생들이 사교육에 투입한 시간과 비용의 효과를 조사한다. 나아가 학업에 대한 학생들의 흥미와 자가평가 스킬(skill)의 역할에 대해서도 살펴본다. 본 연구는 2004년 당시 중학교 3학년이던 1,030명의 학생을 대상으로, 4년 뒤 이들이 대학에 진학한 시점에 다시 추적하여 얻은 한국교육고용패널조사 데이터를 활용하여 분석했다. 중학생 시절 사교육에 들이는 시간은 학생들의 대입 결과에 통계적으로 유의미한 영향을 미치지 않음을 연구를 통해 확인하였다. 반면, 사교육에 지출된 비용은 유의미한 영향을 미치기는 하나, 그 영향이 크지 않다. 사회경제적 요인, 학생의 관심사, 자가평가 스킬(skill)과 비교해 볼 때, 사교육은 대학별 순위 변화에 9.2%밖에 기여하지 못한다. 본 연구의 결과는 학생들의 학문적 흥미와 타고난 스킬의 역할을 고려한 교육이 필요하다는 것을 암시한다. 미래 교육은 어린 학생의 관심과 내재적 동기를 육성하는 것을 목표로 해야 한다.

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