EFFECT OF SHADOW EDUCATION ON STUDENTS’ ACADEMIC ACHIEVEMENT AT SECONDARY LEVEL

Abstract

This study investigates the perceptions and effects of shadow education, specifically private tutoring, among secondary school students in district Bagh. The objectives were: to explore students' perceptions of shadow education among those receiving tutoring, and those not, and to compare its effects between the two groups. The research employed a descriptive research design with a quantitative approach, utilizing a questionnaire to collect data from a stratified sample of 17,204 students. Data analysis included t-tests, Mean, standard deviation, and frequency distributions. Using Stratified Sampling Technique the researcher took 300 students as the sample of the study. Key findings indicate that private tutoring significantly enhances academic performance, with students receiving tutoring showing higher mean scores and effect sizes compared to those without tutoring. Despite challenges such as peer influence and financial constraints, students perceived shadow education positively, associating it with improved grades and enhanced concentration. Recommendations include policy initiatives to promote equitable access to tutoring, efforts to address gender disparities, and encouragement for teachers and parents to recognize and support the benefits of private tutoring.

Keywords: Shadow Education, Academic Achievement, Secondary Level