This study aims to investigate the relationships between tutoring experiences and achievement in
science using PISA 2006(Programme for the International Student Achievement 2006) data, and
compare the results among 3 countries: Korea, Japan and Finland. For this purpose we established
research model and analysed data using HLM statistical model. In this process we controlled related
variables which would affect the students' achievement result, for example ESCS(SES), attitude
toward science, self-learning time and school level variables, including location(urban/rural), mean
SES and etc.
The results of this analyses are as follows: First, in case of science, the effect of private
education is statistically meaningful, but the direction of the effect is negative. So more time spent
on private education for science leads to lower achievement level of students. Second, self-learning
time variable had a greater effect than the private education variable, and this was common among
the three countries. As a result, in general, if students have time to learn independently everyday,
this will lead to better results in achievement than participating in private education. But to
investigate the reason why tutoring experiences are related with achievement negatively, we need
more affluent data, especially longitudinal data and more concrete understanding of each country's
educational tradition, system and culture. Still, these results proved that private tutoring experiences
will not lead to higher achievement.