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Increased participation in private tutoring intended towards the high academic performance has been
perceived enormously worldwide. However, to date literature is indecisive about the effect of private tutoring on
students’ academic performance. This study directed to observe the impact of private tutoring on students’ academic
performance in Sri Lanka. Data was collected from a stratified systematic random sample of 600 children were in
Year 7 – 11 and their parents through a questionnaire survey. It was found that private tutoring has positive effect on
students’ academic performance while net impact of private tutoring on student’s academic performance is reduced
in magnitude when parental education, economic status and especially the effect self leaning hours is concerned.
Hence, the study concludes that rather than focusing on private tutoring, efforts to improve self learning strategies
that enhance socio-cultural connectedness and human focus can lead to achieve wider goals of education.
