Effectiveness of private tutoring during secondary schooling in Germany: Do the duration of private tutoring and tutor qualification affect school achievement?

Autor/inn/en	Ömerogullari, Melike; Guill, Karin; Köller, Olaf
Titel	Effectiveness of private tutoring during secondary schooling in Germany: Do the duration of private tutoring and tutor qualification affect school achievement? Gefälligkeitsübersetzung: Wirksamkeit von Nachhilfeunterricht in der Sekundarstufe II in Deutschland: Beeinflusst die Dauer der Nachhilfe und die Qualifikation der Nachhilfelehrer die schulischen Leistungen?
Quelle	In: Learning and instruction, (2020) 66, 23 S.Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	0959-4752; 1873-3263
DOI	10.1016/j.learninstruc.2020.101306
Schlagwörter	Wissen; Eigenschaft; Sekundarbereich; Lehrer; Schüler; Schülerleistung; Nachhilfeunterricht; Berufliche Kompetenz; Effizienz
Abstract	Private tutoring is considered an effective measure to improve academic achievement. However, previous studies have come to different conclusions regarding its effectiveness. In this study, we conducted secondary analyses using data of two longitudinal studies (approx. 8000 secondary school students) and investigated the effects of private tutoring duration and different levels of tutors' formal qualifications on subject-specific grades and test scores in 4 school subjects. OLS-regression analyses showed neither a systematic positive effect of a longer duration of tutoring nor of higher qualified tutors when prior knowledge, motivational and socio-demographic variables were controlled for. However, we found significant positive interaction effects between tutors' qualifications and students' prior knowledge in German tutoring. Overall, we find only weak evidence that private tutoring is effective but show that students may benefit from private tutoring under certain conditions. (ZPID).
Erfasst von	Leibniz-Institut für Psychologie, Trier
Update	2025/2