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

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.

Abstract