초등학교 학생들의 사교육/그림자교육(shadow education)의 선행학습으로 나타나는 학습 불평등에 대한 질적 비교사례연구
A Qualitative Comparative Case Study on Learning Inequality through Preview Learning under Shadow Education among South Korean Elementary School Students
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초록
본 연구는 초등학교에서의 선행학습이 그들의 학교 수업에서의 학습참여와 학업적 성공에 어떠한 의미를 갖는지 질적 사례연구를 통해 규명하고자 하였다. 이를 위해 초등학교 5~6학년 학생들을 대상으로 국어, 수학, 과학, 영어 교과에서 선행학습을 2년 이상 받은 학생들과 전혀 받지 않은 학생들 간의 인지적, 비인지적 영역에서 학습경험의 의미 차이를 분석하였다. 연구결과로서 선행학습 경험한 학생들이 그렇지 않은 학생들에 비하여 다음과 같은 네 가지 영역(교과 개념 이해도, 학습 참여도, 학습 결과, 미래에 대한 자신감)에서 보다 나은 성취를 보이고 있었다. 이러한 연구결과는 선행학습을 경험하지 못한 학생들이 경험한 학생들에 비하여 유리하지 못한 위치에 놓여있음을 교육 불평등의 관점에서 시사하고 있다. 본 연구의 연구결과는 교육 불평등/학습 불평등 관점에서 학교 바깥에서 이루어지고 있는 사교육에서 일어나고 있는 선행학습의 효과와 영향력을 충분히 인지하고 이를 해결할 수 있는 학교교육에서의 새로운 교육정책, 교육과정과 교과서 개선, 수업 개선 나아가 학습 불평등에 대한 교사들의 보다 새로운 관점에 대한 필요성을 시사한다.
Abstract
This study attempts to explore the implications of pre-learning in elementary schools for students' engagement in classroom instruction and their academic success through a qualitative comparative case study. To this end, an analysis is conducted to examine the differences in cognitive and non-cognitive learning experiences between fifth and sixth-grade students who have undergone pre-learning for over two years in subjects such as Korean, mathematics, science, and English, and those who have not engaged in any pre-learning. The findings indicate that students with pre-learning experience exhibit superior performance compared to their peers in four key areas: understanding of subject concepts, class participation, academic achievement, and confidence in their learning abilities. These results suggest that students without pre-learning experience are placed at a disadvantage relative to those who have undergone such experiences, thereby highlighting issues of educational inequality. From the perspective of educational and learning inequality, this study underscores the need for greater awareness of the effects and influence of pre-learning through private education conducted outside the formal school system. Furthermore, it emphasizes the necessity for new educational policies, curriculum and textbook reforms, instructional improvements, and the adoption of fresh pedagogical perspectives by teachers to address the issue of learning inequality within the school system.
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