Abstract
Shadow education, more commonly known as private tutoring, has been actively supplementing the formal mainstream education system in both developed and developing countries. Using the Q methodology, a quali-quantilogical approach, the study determined how private tutoring has impacted the academic life of high school students by exploring and analyzing their subjective experiences in relation to being part of shadow education. This was done by asking 30 high school students to perform a Q sort of 48 statements that depicts the impact of shadow education or private tutoring. The findings revealed that exposure to shadow education activities affected the general attitude of the participants towards their studies and learning and their perception about their selves and their ability to perform tasks related to their schooling. Likewise, results also showed that exposure to shadow education activities had an effect on the academic performance of the participants. The effect of exposure to shadow education activities are not limited to those commonly reported in literature.
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