Does Cram Schooling Matter? Who Goes to Cram Schools? Evidence from Taiwan.

By Jeng Liu. 2012

189 citations recorded by the source corpus.

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The effects of resilience in learning variables on mathematical literacy performance: a study of learning characteristics of the academic resilient and advantaged low achievers in Shanghai, Singapore, Hong Kong, Taiwan and Korea (2017, background): “It is related to whether extra supplementary lessons can reinforce (or weaken) the effect of ESCS on academic success (Bray & Lykins, 2012; Kim & Lee, 2010; Liu, 2012; Zhan, Bray, Wang, Lykins, & Kwo, 2013; Zhou & Wang, 2015).”
The impact of shadow education on student academic achievement: Why the research is inconclusive and what can be done about it (2014, methodology): “A related study by Liu (2012) used part of the same database but focused on 2001 when the students were in Grade 7.”
The effectiveness of private tutoring: students’ perceptions in comparison with mainstream schooling in Hong Kong (2013, background): “…the mixed findings concerning the relationship between private tutoring and academic achievement reported in previous literature (e.g. Lei 2005; Liu 2012; Sohn et al. 2010; Zhang 2013), the Hong Kong students with higher self-reported academic achievement were consistently more likely to have…”