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identifier7TIMSS 2011 8 mX YP 2YD Y1ļ P!}x Y 1ĳ@X Ĭ The relation of educational context variables and math achievement degree by characteristics of second-grade students in middle schools of countries that participated in TIMSS 20112015P!Y YP!
tTŐYP P!YMasterx Master's Thesis4In case of second-grade students in middle schools of Korea, while taking the first place in achievement degree of TIMSS 2011, Korea has settled as a nation steadily showing excellent math achievement. But, Korean students are high in the rate of participating in private education and higher in dependence degree of private education than public education. So, to supplement weak points of public education which does not consider characteristics of students, this study discussed that in what way to teach students by feature is effective while analyzing background variables of achievement degree, at the same time, by looking into the variables divided according to the characteristics of students. Like this, to do a group study by characteristic is a necessary part for different levels teaching and consideration and proper support for students (Park Jeong, 2008).
Therefore, this study tried to analyze relations of math learning time, family background, attitude toward math, and achievement degree of math one another among diverse educational context variables. Thus, in relations between the achievement degree and the educational context variables, through an analysis study focusing on the variable of students characteristics called homework-implementation time, it intends to be helpful for finding out ways of teaching methods by feature in public education. Study problems for this are like the next.
1. How is the relation of math studying time and math achievement degree of second-grade students of middle schools of countries that participated in TIMSS 2011?
1-1. How is the relation of regular math class time and math achievement degree of the second-grade students of the middle schools of the countries that participated in TIMSS 2011?
1-2. How is the relation of weekly homework-implementation time and math achievement degree of the second-grade students of the middle schools of the countries that participated in TIMSS 2011?
2. When the second-grade students of the middle schools of the countries that participated in TIMSS 2011 were classified based on weekly homework-implementation time, how is the relation of family background and math achievement degree?
2-1. When the second-grade students of the middle schools of the countries that participated in TIMSS 2011 were classified based on weekly homework-implementation time, how is the relation of education level of their parents and math achievement degree?
2-2. When the second-grade students of the middle schools of the countries that participated in TIMSS 2011 were classified based on weekly homework-implementation time, how is the relation of schools locations and math achievement degree?
2-3. When the second-grade students of the middle schools of the countries that participated in TIMSS 2011 were classified based on weekly homework-implementation time, how is the relation of participation degree of their parents about students learning and math achievement degree?
3. When the second-grade students of the middle schools of the countries that participated in TIMSS 2011 were classified based on weekly homework-implementation time, how is the relation of attitude to math and math achievement degree?
3-1. When the second-grade students of the middle schools of the countries that participated in T< IMSS 2011 were classified based on weekly homework-implementation time, how is the relation of interest in math and math achievement degree?
3-2. When the second-grade students of the middle schools of the countries that participated in TIMSS 2011 were classified based on weekly homework-implementation time, how is the relation of confidence toward math and math achievement degree?
3-3. When the second-grade students of the middle schools of the countries that participated in TIMSS 2011 were classified based on weekly homework-implementation time, how is the relation of value consciousness and math achievement degree?
International comparison objects are top 10 and bottom 10 countries in achievement degree. Math studying time was analyzed with regular math class time and weekly homework-implementation time which are suggested by TIMSS. Family background was analyzed from being divided into education levels of parents, areas where the schools are located, participation degree of parents about students learning. The analysis of attitude to math was processed being divided into interest, confidence, and value consciousness. All analyses were conducted by using IEA IDB Analyzer. Students of each country which participated in TIMSS 2011 were made to represent all students of the country. With five plausible values, also achievement degree of the given students was made to represent students achievement degree with one value through IDB Analyzer. Based on it, to solve study problem 1, 2, and 3, frequency analysis and correlation analysis were conducted.
The conclusion on the basis of the result is like the following.
From the result of study problem 1, the relation of regular math class time and achievement degree was presented differently per country. Seven countries including Japan were higher in achievement degree as regular math class time is more. To Korea, regular math class time was not related to achievement degree. Through this, from adjusting regular math class time, measures to help the improvement of achievement degree will be able to be considered. The relation between weekly homework-implementation time and achievement degree was shown differently per nation. As weekly homework-implementation time was shorter, nations higher in achievement degree were three like Korea, Finland, and Chile. Contrariwise, as homework-implementation time was longer, countries higher in achievement degree were six including Singapore. In-depth discussion is needed about the cause that achievement degree according to homework-implementation time shows differently per nation.
From the result of study problem 2, it can be known that family background influences achievement degree greatly. If it is classified by each weekly homework-implementation time, per country, the higher were education levels of parents, the larger were areas where the schools are located, and the higher were participation rates of parents about students learning, it could be known that sections with high achievement degree were different. Follow-up studies to examine the causes of the difference in diverse aspects are necessary.
From the result of study problem 3, there are big relations between attitude on math and achievement degree. As interest was higher, confidence was bigger, and value consciousness was higher, achievement degree became higher. If these were examined from dividing with weekly homework-implementation time, when attitude on math was made to be changed, sections influenced by achievement degree appeared differently. Through these, they can be referred as ways of maximizing achievement degree fitting to properties of each student.
This study has its meaning to find out the maximum point of achievement degree by comparing 20 countries in top and bottom ranks in achievement degree and classifying background variables into properties of students called weekly homework-implementation time, different from previous studies which analyzed background variables just simply influencing achievement degree. Plus, by providing information like correlatio< n between regular math class time and achievement degree, correlation between the time of math studying lonely and achievement degree, correlation between family background per weekly homework-implementation time and achievement degree, and correlation between attitude to math and achievement degree, it is expected that these will be helpful for research scholars of education policies and teachers who study education for efficient math learning of students at the sites of math teaching.;Ƭ|X YP 2YD YX TIMSS 2011 1ĳ 1| (XpɈ \ Y1| tǔ m\ Ǭ@X. 췘 Ƭ| Y@ P! 8X ǔ D(t P!䲔 P! Xtĳ @ t. 0| YX 1D $X JŔ |T P!X D DXଐ l 1ĳX 0xD Xt ٳ YX 1 0| <\h Y 1ļ\ Ż P!XՔ t x |XtX. tǘ 1ļ l| XՔ @ 0 x 1D ̲ \ x X 0$, D \ \ D t DՔ\ t(, 2008).
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