Intensity and content of private tutoring lessons during German secondary schooling: effects on students’ grades and test achievement

Abstract Private supplementary tutoring is a widespread phenomenon. However, evidence that private has positive effects on academic achievement or about the specific conditions of successful rare. Adapting Carroll’s (1963) model for school learning to tutoring, we expected find duration, intensity, and students’ motivation attend tutoring. In sample eighth-grade students in German secondary schools ( N = 8510, 18.6% currently being tutored), conducted regression analyses with multiple covariates did not main effect attendance any subjects examined. Moreover, within subsamples tutored students, were able identify content (such as focus homework completion, test preparation, study behavior), Given these disillusioning findings, primarily derive suggestions future research.