An Exploratory Study on Middle and High School Students’ Perceptions of Performance-Based Assessment and Private Tutoring Participation

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Key Points

This study aims to explore how middle and high school students' perceptions of performance-based assessments influence their participation in private tutoring.
Utilized first-year data from the school educational condition survey.
Employed logistic regression and Heckman probit model to correct for sample selection bias.
Students with positive perceptions of performance-based assessments show lower likelihood of private tutoring participation.
Academic stress is the variable most positively correlated with private tutoring participation.
Socioeconomic factors, such as household income and parental education aspirations, also increase tutoring likelihood.

Exploratory study analyzes how students' views on assessments affect tutoring participation, suggesting deeper educational policies.

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Jeon et al. (2026) studied this question.

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