수준별이동수업이 학습자의 학업성취도에 미치는 영향

Abstract

The Effects of Level-Based English Instruction on Students’ Academic Achievements

Lee, Hosun

Graduate School of Education Pukyong National University

Abstract

This study aims to examine the effects of level-based English instruction on students’ academic achievement test scores. This study investigates the difference in students’ academic achievement test scores depending on the students’ level and school year. Five first-grade classes, 6 second-grade classes, and 6 third-grade classes were asked to participate in the study. They were divided into three types of classes (beginner, intermediate, and advanced) based on their test scores from a pre-treatment diagnostic test. After class received level-based instruction (in which all students were at the same academic level), a post-treatment achievement test was conducted. Student level and school year were used as the independent variables, and the pre-test score and two post-test scores were used as the dependent variables for two-way ANOVAs. The results suggest that there is no meaningful relationship between level-based instruction and students’ academic achievement, academic level, or the year of school enrollment. In addition, the test scores of the beginner level class and the intermediate level class show both an increase and a decrease in the two tests alternately. It seems that the students were influenced by other factors. If students’ affective aspects and physical environment are considered effectively, the effects of level-based English instructions on students’ academic achievement test scores is likely to be positive.