Tutoring may also produce different results for subgroups of students with different academic levels.

Certain types of tutoring may help students who seek support for remedial purposes, while other types
may
help students seeking enrichment. Overall study load and anxiety about examinations are also relevant
factors
(Barrow 2012; Byun 2014; Chong 2012; Dawson 2010).

Lei (2004) found a positive correlation between expenditure on

private tutoring and academic achievement.
Ho and Kwong (2008) found a positive but small relationship between private tutoring and memorization,
but
no effect on advanced learning strategies such as elaboration, self-control and persistence.

Barrow, C. (2012). The modern private super-tutor. Spear’s. 20 April 2012. Byun, S.Y. (2014). Shadow
education and academic success in South Korea. In H. Park, & K. K. Kim (Eds.),
Korean Education in Changing Economic and Demographic Contexts. Dordrecht: Springer, in press.
Chong, D. (2012). Tutoring center sees big profits in reforms. South China Morning Post, 7 May

2012. Dawson, W. (2010). Private tutoring and mass schooling in East Asia: reflections of inequality in
Japan, South Korea, and Cambodia. Asia Pacific Education Review, 11(1), 14-24.
Lei, W. P. (2005). Expenditures of private supplementary tutoring by high school students: Influential
factors
and policy implications. Education and Economics (Wuhan), (1), 39-42.
Ho, E. S. C., & Kwong, W. L. (2008). Shadow education and related services in Macao: The phenomenon
and its impact. Hong Kong: Hong Kong Centre for International Student Assessment.