사회ㆍ문화 과목의 선호도가 개인의 성적에 미치는 동료 효과
Peer effects on academic achievement in high school SocietyㆍCulture course: focusing on the difference between strong pupils and weak ones
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본 연구의 목적은 급우들의 사회ㆍ문화 과목 선호도가 개인의 성적에 미치는 동료 효과를 학업 능력별로 구분하여 밝히는 것이다. 연구 대상은 부산 시내 2개 고교의 2016학년도 2학년 2학기 재학생 163명이다. 분석 결과에 따르면 급우들의 사회ㆍ문화 과목 선호도에 의한 동료 효과는 명확하지 않았다. 다만 상대 평가 중심의 현행 내신 성적 체제에서는 하위권 학생들이 급우들의 선호도와 성적 향상에 따라 자신의 성적이 하락하는 부정적인 동료 효과를 경험할 수 있다. 이러한 분석 결과는 상대 평가 중심의 현행 고교 내신 제도가 시민의 자질 향상이라는 사회과 교육의 목표 달성에 장애물이 될 수 있음을 시사한다.
Abstract
Focusing on the difference between strong students and weak ones, I studied the peer effects of the preference to ‘SocietyㆍCulture’ course in high school. I used data from 163 sophomores of two high schools in Busan, second semester in 2016. My results of the analysis indicated that totally saying the peer effects would not be clear, but low-achieving pupils could be hurt by negative peer effects. Because the way of the high school records is relative grading system, improving the preference of peers linked to the peers’ high score and the weak students’ low score. To the extent that low-ability students disbenefit from peer effects, the making citizenship better as the aims of social studies could be interrupted by relative grading school records system.
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