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제목 : 일반계 고등학생 영어 학업 성취도의 분석 저자 : 김성훈
발행학회 : 이화여자대학교 교과교육연구소 [Research Institute of Curriculum Instruction]
발행정보 : 교과교육학연구 제 18권 4호 pp.1261-1280(20 pages)
발행년도 : 2014

저작시기 : 2014년 12월

목차

I. 서 론 1
II. 이론적 배경 3
1. 학습 태도와 방법 3
2. 사교육 5
3. 가족 배경 6
4. 학교 특성 6
III. 연구방법 7
1. 연구대상과 자료 7
2. 변수 8
3. 분석방법 11
IV. 연구결과 11
1. 영어 수능 등급에 영향을 미치는 요인들 11
2. 사교육 경험, 흥미도, 유능감, 공부 시간, 수업 태도에 영향을 미치는 요인들 13
V. 결 론 14
Abstract 20

본문내용

이 연구의 목적은 한국 사회에서 가장 중요한 영어 학업
성취도라고 할 수 있는 수능 영어 성적에 사교육과 학업 태도와 방법이 미치는 상대적 영향력을 분석하는 것이다. 이 목적을 달성하기 위해 이연구는일반계 고등학생의 영어수능 등급에 영향을 미치는 요인들을 ‘한국교육고용패널’ 4차연도 자료를 이용하여 분석하였다. 이 연구에서는 기존연구결과를 바탕으로 두 가설을 제시하였다. 첫째, 영어 사교육 변수들, 곧 영어 사교육의 경험과 시간과 영어 과외경험보다 영어 학습 태도와 방법을 나타내는 변수들, 곧영어 교과에 대한 흥미도와 유능감, 혼자 공부하는 시간, 적극적 수업태도가 영어 수능 등급을 더 높일 것이다. 둘째, 가구소득, 부모학력, 부모 개입도, 도시지역은 영어 사교육의 경험과 시간, 영어 과외 경험, 영어 교과에 대한 흥미도와 유능감, 혼자 공부하는 시간, 적극적 수업 태도에 정적인 영향을 미칠 것이다. 2007년에 대학수학능력시험을 치른 일반계 고등학생 950명을 분석한 결과는 가설들을 부분적으로 지지하였다. 영어 교과에 대한 유능감과 혼자 공부하는 시간이 영어 수능 등급을 의미 있게 높인 반면에, 사교육 변수들의 영향력은 나타나지 않았다. 이는 사교육보다는 학업 태도와 방법이 영어 학업 성취도를 높이는데 효과가 있다는 점을 함축한다. 영어 학습 태도와 방법을 나타내는 변수들에 가장 일관되게 의미 있는 정적 영향을 미치는 변수로 나타난 것은 부모 개입도였다. 이는 자녀의 영어 학업 성취도를 높이는데 결국 부모의 역할이 매우 중요함을 보여 주는 것이라고 할 수 있다.|In order to investigate the relative effects of private education and the attitude and method of learning on the English test scores of the College Scholastic Aptitude Test (CSAT), which is one of the most important English achievement exams in Korea, this study analyzed the factors affecting the CSAT score in English for general education high school students using the dataset of the Fourth Wave in the Korean Education & Employment Panel. Based on previous research, two hypotheses were presented and tested: First, the variables of the attitude and method of English learning, i.e., the level of interest and competence in English, hours of self-study, and active participation in the classroom, would be more positively related to the CSAT score in English than the variables of private English education, i.e., the experience of private education, the time spent on private education, and the experience of tutoring. Second, household income level, parents’ education level, degree of parental intervention, and urban area would have positive effects on the experience of private English education, the time spent on private English education, the experience of English tutoring, the level of interest and competence in English, hours of self-study, and active participation in the classroom. The analyses of 950 general education high school students who took the CSAT in 2007 show that the two hypotheses are partially supported. Competence and hours of self-study significantly increase the CSAT score in English, while the variables of private English education have no significant effects. This means that the attitude and method of learning are more effective in enhancing English achievement than private education. It is the degree of parental intervention that has the most consistent effect on the variables of the attitude and method of English learning, which indicates that the role of parents is very important in enhancing their children’s English achievement.

In order to investigate the r
elative effects of private education and the attitude and method of learning on the English test scores of the College Scholastic Aptitude Test (CSAT), which is one of the most important English achievement exams in Korea, this study analyzed the factors affecting the CSAT score in English for general education high school students using the dataset of the Fourth Wave in the Korean Education & Employment Panel. Based on previous research, two hypotheses were presented and tested: First, the variables of the attitude and method of English learning, i.e., the level of interest and competence in English, hours of self-study, and active participation in the classroom, would be more positively related to the CSAT score in English than the variables of private English education, i.e., the experience of private education, the time spent on private education, and the experience of tutoring. Second, household income level, parents’ education level, degree of parental intervention, and urban area would have positive effects on the experience of private English education, the time spent on private English education, the experience of English tutoring, the level of interest and competence in English, hours of self-study, and active participation in the classroom. The analyses of 950 general education high school students who took the CSAT in 2007 show that the two hypotheses are partially supported. Competence and hours of self-study significantly increase the CSAT score in English, while the variables of private English education have no significant effects. This means that the attitude and method of learning are more effective in enhancing English achievement than private education. It is the degree of parental intervention that has the most consistent effect on the variables of the attitude and method of English learning, which indicates that the role of parents is very important in enhancing their children’s English achievement.   (이하 생략)

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