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영어교과에서 청소년의 학업성취도에 영향을 미치는 변인간의 구조적 관계 규명

Determining Structural Relationships among Factors Influencing Adolescents’ English Academic Achievement

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초록

본 연구의 목적은 Bloom(1968)의 학교학습모형을 바탕으로 학습자들이 지각한 교사의 수업능력, 영어교과효능감, 학습전략활용 및 영어 학업성취도 간의 구조적 관계를 규명하는 데에 있다. 본 연구에서는 변인 간의 구조적 관계를 규명하기위해 경기도 197개의 중학교에서 6,318명의 학생들을 대상으로 실시된 경기교육종단연구 패널 데이터를 활용하였으며 분석방법으로는 구조방정식 모형 분석을 사용하였다. 본 연구의 결과 첫째, 학습자가 지각한 교사의 수업능력은 통계적으로 유의하게 영어교과효능감에 영향을 주는 것으로 나타났다. 둘째, 학습자가 지각한 교사의 수업능력은 학습전략활용에 유의한영향을 주지 못했고, 영어교과효능감은 학습전략활용에 유의한 영향을 주는 것으로 나타났다. 셋째, 학습자가 지각한 교사의수업능력은 영어 학업성취도에 유의한 영향을 주지 않는 것으로 나타났고 영어교과효능감과 학습전략활용은 영어 학업성취도에 유의한 영향을 주는 것으로 나타났다. 본 연구에서는 학습자가 지각한 영어교사의 수업능력, 영어교과효능감, 학습전략활용 및 영어 학업성취도간의 구조적 관계를 살펴보고자 하였으며 본 연구결과를 바탕으로 영어 학업성취도를 높이기 위한방안을 논의하였다.

Abstract

The purpose of the study was to investigate the structural relationship among students’ perceptions of English teachers’ teaching ability, English self-efficacy, learning strategies, and English academic achievement based on the model of school learning developed by Bloom (1968). In order to determine the structural relationships among variables, Structural Equation Modeling (SEM) was applied to the fourth year of the Gyeonggi Education Panel Study (GEPS) data. GEPS data was collected from 6,318 first grade students in 197 middle schools in Gyeonggi Province. The results of the analysis are as follows: First, students’ perception of teachers’ teaching ability significantly affected English self-efficacy in English class. Second, while teachers’ perceived teaching ability did not affect learning strategies, English self-efficacy significantly affected learning strategies. Third, while teachers’ teaching ability did not affect English academic achievement, English self-efficacy and learning strategies significantly affected English academic achievement. This study emphasizes the significant relationship between students’ perceptions regarding English teachers’ teaching ability, English self-efficacy, learning strategies and English academic achievement. Based on the results, the study suggests strategies and methods to increase English academic achievement for learners.

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