일반고 학생 과목선택기준의 중요도와 실행도 분석 = The Importance and Implementation of General High School Students’ Subject Selection Criteria
저자
발행사항
전주 : 전북대학교 일반대학원, 2021
학위논문사항
학위논문(박사)-- 전북대학교 일반대학원 : 교육학(교육심리) 2021. 8
발행연도
2021
작성언어
한국어
주제어
발행국(도시)
전북특별자치도
형태사항
xi, 125 p. ; 26 cm
일반주기명
지도교수: 박병기
UCI식별코드
I804:45011-000000053328
소장기관
The 2015 revised national curriculum standards have applied to high school since 2018. The High School Credit System will be fully implemented in 2025. They are based on the student's choice of elective courses, which are intended to provide students with an individualized and flexible curriculum to support their sound and seamless growth. The selection of subjects at high school is the first and foremost step that might lead students to get desired higher education and achieve successful destinations. Considering the importance of this realistic situation and individual differences and expecting to be a small help for students to select courses that are appropriate for their career and aptitude, this study was conducted to explore potential factors affecting students’ subject selection by developing the subject selection scale and analyzing the importance and implementation of general high school students’ subject selection criteria in the student selection centered curriculum. For this purpose, the data was collected from 786 general high school second grade students(male: 362, female: 424) who have experience in choice of subjects in G city of Jeolla province. The following 4 research questions are formulated based on the research objects of the study: “How can the subject selection criteria scale be constructed?” “When high school students consider the subject selection, what criteria do they think is important?” “When high school students actually select a subject, what criteria applies to their subject selection?” and “ What is the difference between the choice criteria that students think is important(the importance) and the choice criteria that students actually consider (the implementation)?”
The results of this study are as follows:
First of all, based on the data from prior investigation, advanced research and preliminary testing 37 items of scale of subject selection criteria were developed and the exploratory factor analysis was performed, from which the final scale of subject selection criteria consisting of 34 items was developed. The scale of subject selection criteria was conceptualized into eight sub-factors, ‘SAT orientation’, ‘academic achievement’, ‘ability orientation’, ‘pursuit of interest’, ‘teacher orientation’, ‘career development’, ‘others' recommendation’ and ‘subject availability’. This scale consisting of an eight-factor model exhibited acceptable results when it was assessed by the overall fit measures criteria. The validity of the scale of subject selection criteria was supported by the evidence of validation. Thus, it was proved that the developed scale for the subject selection criteria is a reliable and valid tool.
Secondly, the highest importance and implementation criteria for the subject selection criteria of general high school students were “subjects related to my career ” and “subjects related to the subject I wish to attend”. The lowest level of importance and implementation was ‘the subject recommended by friends or seniors.’ In terms of the sub-factors of subject selection criterion, it was found that ‘pursuit of interest’ was considered the most important criterion in both importance and implementation, and ‘other’s recommendation’ was considered the lowest criterion.
Thirdly, the importance and implementation perception of general high school students subject selection criteria were compared by profile analysis and latent profile analysis. The fact that the importance and implementation of the criteria of 'SAT orientation' and 'academic achievement orientation' for college entrance in the analyzing of the inter-individual difference according to gender and academic achievement level is high means that the students do not accurately grasp the meaning of criteria for the educational subject selection in the elective courses. In other words, students intend to choose those subjects in which they can get good marks without difficulty for college entrance exam.
Finally, the results of a latent profile analysis indicated that a four-profile model is the best model, based on multiple model fit indices: 'higher level cognition type'(33.5% in importance and 35.2% in implementation), 'lower level cognition type'(5% in importance and 7.9% in implementation), 'stable center type'(24.8% in importance and 26.3% in implementation), and 'self-directed individual type'(36.7% in importance and 30.6% in implementation). Based on the selected model, the characteristics of the latent groups of the subject selection criteria were identified. 'Self-directed individual type' means that students value autonomous subject selection to develop their aptitude when choosing subjects. The students of 'stable center type' preferred considering the subject selection criteria not seriously but moderately. The students of 'lower level cognition type' showed that they do not consider any importance of subject choice factors. At last, the group of 'higher level cognition type' class consider every factor when they choose their subjects. The students’ preferences regarding their subject selection criteria from the educational point of view can be confirmed. The results of the current study are expected to help students select courses that are appropriate for their careers and aptitudes.
In view of the findings, some implications and recommendations are given. The present study was the first to develop the scale of general high school students' subject selection criteria and demonstrate its reliability and validity. It was also the first to identify the characteristics of the latent groups of the subject selection criteria, which show that a variety of factors, such as ‘SAT orientation’, ‘academic achievement’, ‘ability orientation’, ‘pursuit of interest’, ‘teacher orientation’, ‘career development’, ‘others' recommendation’ and ‘subject availability’ play their role in the selection of various subjects. This study has another implication to bring forward the matter of subject selection taking into account individual differences, such as students' career, talent, aptitude, and interest in elective-centered curriculum from the educational point of view. This suggests the necessity of linking high school and college curriculum to successfully implement the student choice-centered curriculum considering the Korean culture that places too much importance on college admissions.
Further studies can be carried out considering the degree of self-determination that differs according to individual differences in choosing a subject. Autonomy becomes an important scale in evaluating the actual status of the implementation of student choice and its practical meaning. Differences in subject selection criteria can also be classified according to the degree of self-determination. It is necessary to conduct a study on the differences in perception and practice of subject selection according to the degree of self-determination considering individual differences and the guidance method. It is also necessary to try to restructure the scale of general high school students' subject selection criteria in consideration of the realities of the subject selection criteria to meet the needs of students and the changes in the university admissions process. The importance and implementation of the subject selection criteria were simultaneously measured, which can be a limitation of the study. It is necessary to look at changes over time for a more informative analysis.
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