초·중·고등학교 학생들의 영어 학업성취도에 영향을 미치는 학생 관련 변인 분석

Abstract

This study investigated the effect of students’ background characteristics on their performance on the NAEA (National Assessment of Educational Achievement). In this study, 6th, 9th, and 11th grade students’ English scores on the NAEA in the year of 2004 were employed. Based on previous studies, ten student variables were selected. The following two research questions were addressed. First, what is the relationship between student variables and NAEA scores? Second, to what extent does the predictive power of variables differ across the school level? Two statistical analyses (correlation and hierarchical regression analysis) were performed using the SPSS version 18.0. Results of correlation analysis revealed that ‘understanding in English class’ was highly correlated with NAEA scores. Results of the hierarchical regression analysis showed that ‘understanding in English class’ was the best predictor of NAEA scores across the school level. The predictive power of ‘time spent on private tutoring or classes taken at private institutions’ became weaker, as the school level increases from elementary to high school. The predictive power of ‘self-study time’ became stronger, as the school level increases. The findings provide practical implications for policy-makers with respect to increasing English achievement.