경기도 지역 초등학생의 영어 사교육과 방과 후 학교 프로그램 참여 실태 및 학업 성취도와의 관계 분석
The Analysis of the Current Status of English Private Tutoring and After-school Programs and the Relationship to English Achievement in Gyeonggi area.
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This study investigates the current status of English private tutoring and after-school programs and their effect on English achievement among young learners. In this study, 6th graders’ data from the 2014 Gyeonggi Education Panel Study (GEPS) were employed. Three statistical analyses(descriptive, t-test, and stepwise regression) were performed using SPSS version 26.0. The major findings of the study are as follows. More than 90% of the 6th graders in the study received English private tutoring and the purpose of which is to improve grades or to better understand the content of English class at school. Students with private tutoring received higher scores on the English test and had a higher level of English class understanding and concentration time than those without private tutoring. However, students who took part in after-school English programs received lower scores on the English test and had a lower level of English class understanding and concentration time than those who did not. The stepwise regression analysis reveals that ‘cost spent on private tutoring’ turns out to be the most powerful predictor of English achievement, followed by ‘satisfaction with after-school English programs’. The paper also discusses practical implications for promoting after-school English programs, based on the findings of the study.
Abstract
This study investigates the current status of English private tutoring and after-school programs and their effect on English achievement among young learners. In this study, 6th graders’ data from the 2014 Gyeonggi Education Panel Study (GEPS) were employed. Three statistical analyses(descriptive, t-test, and stepwise regression) were performed using SPSS version 26.0. The major findings of the study are as follows. More than 90% of the 6th graders in the study received English private tutoring and the purpose of which is to improve grades or to better understand the content of English class at school. Students with private tutoring received higher scores on the English test and had a higher level of English class understanding and concentration time than those without private tutoring. However, students who took part in after-school English programs received lower scores on the English test and had a lower level of English class understanding and concentration time than those who did not. The stepwise regression analysis reveals that ‘cost spent on private tutoring’ turns out to be the most powerful predictor of English achievement, followed by ‘satisfaction with after-school English programs’. The paper also discusses practical implications for promoting after-school English programs, based on the findings of the study.
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