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|Other Titles:||Academic Cram Schooling, Academic Performance, and Opportunity of Entering Public Universities|
Department od Education, NTNU
With the booming of cram schools recently, the effects of cram schooling on aca-demic performance and the opportunity of entering universities are worthy of investi-gation. Also, whether the cram school participation is stratified by family social eco-nomic status needs to be answered. Some studies have touched these research ques-tions. However, no agreements have been reached. In this paper, we first make a careful review of the relevant literature, design adequate variables measurement and statistical technique, and then use “Taiwan Higher Education Data” to re-explore the questions mentioned above. The empirical results show that the effects of all back-ground variables on academic cram school participation are trivial. On the other hand, the effects of academic cram schooling on academic performance and on the opportu-nity of entering public universities are both significant. Specifically, they both reveal the “ascend first and then descend” pattern. It implies that too much academic cram schooling may worsen students' academic performance and shorten the time students can use to prepare for the inspections and interviews.
|Appears in Collections:||教育研究集刊|
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