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학업성취도 관련변인 집단 분석
Reports NRF is supported by Research Projects( 학업성취도 관련변인 집단 분석 | 2005 Year 신청요강 다운로드 PDF다운로드 | 박정(한국교육과정평가원) ) data is submitted to the NRF Project Results
Researcher who has been awarded a research grant by Humanities and Social Studies Support Program of NRF has to submit an end product within 6 months(* depend on the form of business)
  • Researchers have entered the information directly to the NRF of Korea research support system
Project Number B00490
Year(selected) 2005 Year
the present condition of Project 종료
State of proposition 재단승인
Completion Date 2007년 05월 23일
Year type 결과보고
Year(final report) 2007년
Research Summary
  • Korean
  • 대한민국 학생들의 평균적인 학업성취 수준은 세계강국이지만, 국내 관련자들이 체감하는 우리 학생들의 학력은 사회적인 염려거리로 자리잡을 만큼 낮다. 이는 전체적인 평균은 높지만 상위권 학생들의 비율이 감소하면서 생기는 체감일 수도 있다는 해석이 가능하다. 본 연구는 학생의 학업성취에 영향을 미치는 배경 변인들의 영향력을 전체 집단과 능력 집단별로 구분하여 분석함으로써 한국의 학력 저하에 대한 논의를 구분하면서 각 집단별로 학업성취에 영향을 미치는 변인들을 구분하여 집단별 성취향상에 필요한 정보를 제공하고자 한다, 연구 결과에 의하면, 성적이 높은 상위권 학생들에게는 자신감이 가장 중요한 성취 요소로 나타났으며, 중위권 학생들에게는 진학포부와 자신감, 그리고 가정 배경이 중요한 요소인 것으로 나타났다. 하위권 학생들에게는 부모의 압박감과 교사가 보이는 열정과 같은 외부적인 요소가 영향을 미치는 것으로 나타났다.
  • English
  • Deterioration of students' academic achievement and problems in public education are important issues in Korean society. However, the result of TIMSS and OECD/PISA have shown that Korean student’ achievements are in fact outstanding. The international assessment results indicate that while average achievement scores are relatively high, the percentage of very high achievers is lower than in other similar countries. The study therefore examines whether background factors derived from previous studies affect different ability groups to the same degree, and then provides information for educational policy and instruction methods regarding the groups. Results show that for high-performing students, self-confidence in subjects has affected their achievement in mathematics and science. For middle group students, expectation of further education, self-confidence in subjects, and parents’ socio-economic status, have been affective factors. For low-performing students, external factors such as academic pressure by the mother, the teacher’s enthusiasm for the class, and learning motivation, have affected their achievement in mathematics and science achievements.
Research result report
  • Abstract
  • Deterioration of students' academic achievement and problems in public education are important issues in Korean society. However, the result of TIMSS and OECD/PISA have shown that Korean student’ achievements are in fact outstanding. The international assessment results indicate that while average achievement scores are relatively high, the percentage of very high achievers is lower than in other similar countries. The study therefore examines whether background factors derived from previous studies affect different ability groups to the same degree, and then provides information for educational policy and instruction methods regarding the groups. Results show that for high-performing students, self-confidence in subjects has affected their achievement in mathematics and science. For middle group students, expectation of further education, self-confidence in subjects, and parents’ socio-economic status, have been affective factors. For low-performing students, external factors such as academic pressure by the mother, the teacher’s enthusiasm for the class, and learning motivation, have affected their achievement in mathematics and science achievements.
  • Research result and Utilization method
  • First, there is no discernible difference among the middle schools in Korea, as only about five percent variation in mathematics and science achievement is attributed to school characteristics, and performance is approximately similar. Of them, school location is the most explanatory factor. This finding suggests that schooling itself can’t greatly alter students’ background or socioeconomic status.
    Second, variables used in this study for both schools- and students affect each ability group differently. In mathematics, class with similar ability group and self-confidence in mathematics affect the high ability group, while expectation of further education, self-confidence, preference of mathematics, and socio-economic status of parents affect the middle ability group. School location, academic pressure of the mother, and the teacher’s enthusiasm in class, class with similar contents, in addition to learning motivation variables, affect mathematics achievement of the low ability group.
    Learning motivation variables such as expectation of further education, self-confidence in mathematics, preference for mathematics, affect mathematics achievement in all groups. In addition to learning motivation variables, class with similar ability was the effective variable for the high ability group, while parents-related factors were affective on middle and low ability groups. In particular, external factors-including class with similar contents, school location, academic pressure by the mother and teacher’s enthusiastic teaching - were strong factors that affect mathematics achievement of the low ability group. Since the roles of teachers and parents are important, great external support is necessary, especially in reading and learning motivation.
    Korea has had an educational policy to support low ability groups for a long time. TIMSS-R results show that the percentage of Korean students reaching the 50% international benchmark is 91% (compared to the international average of, 69%). Hence average achievement scores of Korean students can be increased by assisting the low ability groups. This study might confirm that Korean educational policy had been successfully operating for the low ability students, however, it could not show effective external factors for the high ability groups. It is therefore definitely needed further study for the high ability students.
    Gender differences in science achievement occur only in the middle ability group. Korean education shows large gender differences, especially in science achievement, but this is not found in the high and low ability groups. It is therefore important to find ways to assist girls in the middle group.
    Finally, the study has found that instructional circumstances affect the groups differently. Classroom study using similar content was good for the low ability mathematics group, for instance, while sub-groups classified according to ability were effective for high performing students. This finding implies that recommendations of the revised the 7th Korean national curriculum would be effective in mathematics achievement.
    A few researches with large-scale assessments of educational data are currently underway in Korea, while much research abroad is focused on specific topics using large-scale assessment data such as TIMSS and NAEP. It is hoped that our educational researchers will do much studies with situated and specific topics in their efforts to provide better empirical information for Korean education.
  • Index terms
  • TIMSS, Korean students’ achievement, different ability groups, Background variables
  • List of digital content of this reports
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