Abstract
The purpose of this study was to investigate the effects of shadow education time and subjects on Chinese junior high school students' academic achievements, applying data from China Education Panel Survey (CEPS2013-2014). It was found that (a) shadow education can improve the academic achievement of junior high school students, but this improvement is affected by the length, period, and subjects of tuition; (b) participating in shadow education from Monday to Friday will significantly reduce students' academic achievement; participating in shadow education on weekends or holidays will significantly improve student performance, and students' academic performance and participation time have experienced an “up and then down” “inverted U-shape”; (c) students participating in extracurricular tutoring in English and math subjects can significantly improve the academic achievement of the subject, and participating in English tutoring on weekends and participating in math tutoring on holidays has the most significant impact on the scientific achievement.
Key Words: Shadow education; Academic achievement; Shadowing education hours; Shadow education periods; shadowing education subjects.