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중학교 수학 성취 변화 패턴, 교사의 수업 및 평가 방식과 고등학교 성취 간의 관계에 대한 연구: 잠재성장혼합모형을 활용한 분석

A study on the relationship between middle school mathematics achievement change patterns, teachers' teaching and assessment methods, and high school achievement using a latent growth mixed model

여승현|심혜진|손태권
한국수학교육학회|2024.12|수학교육 논문집 (Communications of Mathematical Education)|제38권 제4호|pp. 563-585|DOI https://doi.org/10.7468/jksmee.2024.38.4.563

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참고문헌

키워드

잠재성장혼합모형latent growth mixture modeling학생 인식mathematics achievementstudent perception수학 학업성취교사의 수업 방식과 평가 방식teacher teaching and assessment methods

초록

본 연구는 중학교 3년간 학생들의 수학 학업성취 변화 패턴을 고등학교 1학년 학업성취와 연결하여 분석하였다. 연구방법으로 중학교 수학 성취 변화 유형을 잠재성장혼합모형으로 분석하여 네 개의 성취 집단(하위, 중간, 상위, 상위-상승형)을 도출하였다. 또한, 각 성취 집단의 고등학교 1학년 성취도와의 연관성을 회귀 분석을 통해 확인하였다. 특히, 학생들이 인식하는 교사의 수업 방식과평가 방식이고등학교 성취에미치는 조절효과를분석하였다. 연구 결과, 중학교 시기의 수학 성취는 고등학교 성적에 유의미한 영향을 미쳤다. 또한, 교사의 수업 및 평가 방식에 대한학생의 인식은 고등학교 1학년 학업성취에 영향을 미치며, 집단별로 상호작용 효과가 다르게 나타남을 확인할 수 있었다. 이러한 연구 결과를 바탕으로수학 학업성취도를개선하기위한 교육적시사점을제시하였다.

Abstract

This study explored the change patterns of students’ mathematics academic achievement during three years of middle school in connection with their academic achievement in the first year of high school. As a research method, the change patterns of middle school mathematics achievement were analyzed using a latent growth mixed model, and four achievement groups (low, middle, high, and high-rising) were derived. In addition, the correlation between each achievement group and high school first-year achievement was confirmed through regression analysis. In particular, the moderating effects of teachers’ teaching and assessment methods perceived by students on high school achievement were analyzed. The results of the study showed that mathematics achievement during middle school had a significant effect on high school grades, and in particular, the high-rising group showed the highest results in high school achievement. In addition, it was confirmed that students’ perceptions of teachers’ teaching and assessment methods affected high school first-year academic achievement, and the interaction effect was different for each group. Based on these research results, we suggested political direction for improving mathematics academic achivement related to teachers' teaching and assesment method.

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