포스트 코로나 시대 지역 교육격차 해소를 위한 고교생 대상 영어학습 프로그램의 효과
Effects of English learning program for high school students to narrow the regional achievement gap in post-COVID era
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The purpose of this study was to narrow the achievement gap between metropolitan and local regions in Korea. This gap has widened since the outbreak of COVID-19. As distance learning becomes prevalent after the COVID-19 pandemic, overall students’ level of academic achievement, particularly in the local region, has declined to a greater degree. To help students in Gangwon province improve their academic ability, a one-month online English grammar program was provided. Sixty-three high school students voluntarily attended. They watched an online video lecture three times a week (10 total) and took a quiz with 10 questions after each lecture. By comparing their scores achieved for 10 quizzes through SPSS and analyzing their responses to a survey questionnaire, their changes in English grammar proficiency and perceptions of the program were examined. These students showed statistically significant improvement in their English proficiency. They also expressed satisfaction with the online class content and its management. They additionally responded that online mentoring helped them reduce anxiety. The final golden bell contest urged them to feel a sense of achievement. Most students showed increased confidence and interest in English, indicating their continuous interest in English. Limitations and implications of this study are also presented.
Abstract
The purpose of this study was to narrow the achievement gap between metropolitan and local regions in Korea. This gap has widened since the outbreak of COVID-19. As distance learning becomes prevalent after the COVID-19 pandemic, overall students’ level of academic achievement, particularly in the local region, has declined to a greater degree. To help students in Gangwon province improve their academic ability, a one-month online English grammar program was provided. Sixty-three high school students voluntarily attended. They watched an online video lecture three times a week (10 total) and took a quiz with 10 questions after each lecture. By comparing their scores achieved for 10 quizzes through SPSS and analyzing their responses to a survey questionnaire, their changes in English grammar proficiency and perceptions of the program were examined. These students showed statistically significant improvement in their English proficiency. They also expressed satisfaction with the online class content and its management. They additionally responded that online mentoring helped them reduce anxiety. The final golden bell contest urged them to feel a sense of achievement. Most students showed increased confidence and interest in English, indicating their continuous interest in English. Limitations and implications of this study are also presented.
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