수준별 이동수업이 성적 변화에 미치는 영향에 대한 고등학생들의 인식 연구

Abstract

This paper aims to explore students' attitudes on the effects of various fields of ability grouping-based education. These fields include individual learning habits, organizing of differentiated classes, learning atmosphere in a class, teaching activities, and students' evaluation for the classes and the differences of evaluation of the effective elements of ability grouping-based education according to the differentiated classes. In order to accomplish this purpose, 180 students in the second grade of a secondary school were selected to be examined. The survey was done by a questionnaire completed by 180 students and by interviews with 30 of them. The results are as follows:First, the students showed favorable attitudes about the teaching activities and individual learning habits. In the field of students' evaluation, they expressed neutral and unfavorable attitudes. Second, in the field of individual learning habits, the students showed favorable attitudes concerning all the subordinate questions. Third, in the field of organizing of differentiated classes, the data showed that there were more students who had favorable attitudes about the question of proper organizing of the classes. Fourth, concerning the effect of comfortable feeling from the ability grouping-based education, there were more students showing negative attitudes than positive ones. Fifth, concerning the improvement of understanding the lessons, there were more negative attitudes than positive. Concerning the teaching methods, appropriate usage of teaching materials, proper explanations of homework, and compliments from teachers, there were more students who showed positive attitudes, and so almost half of them had favorable attitudes. Sixth, concerning the appropriate classes to the students abilities, supplement from differentiated classes, increased conviction for the English study, and help from friends, the data showed that almost half of the students had neutral attitudes and there were more unfavorable attitudes than favorable ones. But concerning the appropriate test according to the differentiated classes, almost half of the students showed neutral attitudes and there were more favorable attitudes than unfavorable ones. Seventh, in the analysis of the differences of evaluation of the effective elements of ability grouping-based education according to the differentiated classes, upper class students thought that learning atmosphere in a classroom had more positive effects on improving English grades than middle class students. They also thought that individual learning habits had more positive effects on improving English grades than middle and low class students. Now I would like to make some suggestions to heighten the efficiency of ability grouping-based education. Firstly, engage students to understand the true meaning of it and participate in the classes with a comfortable and eager mind. Secondly, teachers should try to do their best to develop the effective materials and teaching methods and care for the emotional problems of the students as well. Thirdly, teachers have to pay much more attention to the lower class students who are a kind of isolated class and provide positive reinforcement by giving compliments and encouragement. Lastly, through academic and career counseling with parents, positive support from parents and developing the learning programs with a local community, a school should provide a favorable educational environment for students.