Relationship between class concentration, class satisfaction, and academic achievement according to listening type of middle school students in photosynthesis learning
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The purpose of this study is to analyze the relationship between class concentration, classsatisfaction, and academic achievement according to middle school students’ listening style. For this, a study was conducted on 156 8th grade students attending two middle schoolsin K province who agreed to data collection. At this time, 130 students (66 male students,64 female students) were used for analysis, excluding cases where some of the tests werenot performed or had missing values. The research results are as follows. First, there wasno difference in academic achievement according to listening style level. Second, therewas no difference in class satisfaction according to listening style. However, in the case ofrelational and analytical listening styles, there was a correlation with satisfaction with theteaching method. Third, among listening styles, only relational and analytical listening styleshad a positive correlation with class concentration. Through this, there is a need to teachscience classes to utilize relational and analytical listening styles, and to improve academicperformance, teach in a direction that can improve class concentration rather than listeningstyle. In future research, it is expected that comparative analysis will be conducted bydividing schools by level.
Abstract
The purpose of this study is to analyze the relationship between class concentration, classsatisfaction, and academic achievement according to middle school students’ listening style. For this, a study was conducted on 156 8th grade students attending two middle schoolsin K province who agreed to data collection. At this time, 130 students (66 male students,64 female students) were used for analysis, excluding cases where some of the tests werenot performed or had missing values. The research results are as follows. First, there wasno difference in academic achievement according to listening style level. Second, therewas no difference in class satisfaction according to listening style. However, in the case ofrelational and analytical listening styles, there was a correlation with satisfaction with theteaching method. Third, among listening styles, only relational and analytical listening styleshad a positive correlation with class concentration. Through this, there is a need to teachscience classes to utilize relational and analytical listening styles, and to improve academicperformance, teach in a direction that can improve class concentration rather than listeningstyle. In future research, it is expected that comparative analysis will be conducted bydividing schools by level.
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