이 연구는 대구지역 S구와 D구의 초등학교 5학년과 중학교 2학년을 대상으로 과외수업이 학교 학업성적에 주는 효과를 확인하고자 하였다. 과외수업의 효과는 주관적인 지각효과와 실제 효과간에는 상당한 거리가 있는 것으로 나타났다. 과외수업 수혜자인 학생, 과외수업 제공자인 대학생과 학원강사 모두 학교성적에 대한 과외학습의 주관적인 효과를 높게 지각하고 있다. 반면, 학교 학업성적에 대한 과외학습의 효과는 성적이 하위권 학생의 일부 교과에서 확인되었으나 그 영향력은 가정배경 변인과 선행학습을 통제했을 때 미미하였다. 학교 학업성적에 영향을 주는 과외 변인은 교과에 따라 다소 차이는 있으나 과외기간, 연중 과외시기였다.
The purpose of this study was to analyze effectiveness of private lessons on academic achievement. To conduct the purpose of the this study, the following research problems were established. First, to compare the effectiveness of private lessons perceived by subjects(students, college students, and private lecturers). Second, to analyze the effectiveness of private lessons in academic achievement, and to identify the degree of effectiveness in its variables. The sample consisted of 1,490 fifth grade(468), eighth grade(513), university students(316), and private lecturers(193) in Taegu, Korea. The instrument used were questionnaire and twice of academic achievement tests. The results of this study were as following; First, there were significant differences in the subjects' perception of the effectiveness of private lessons among the subject groups(students, college students, and private lecturers). But most of them took cognizance of the effectiveness of private lessons. Second, the influence of private lessons on academic achievement was found to be lower level students but not found to be higher level students. When family background variables were controlled, academic achievement variance accounted private lessons was a little. The important variables of private lessons which had significant influence to academic achievement were duration and term of private lessons.