국가수준 영어과 학업성취도 평가 결과 및 학생변인의 추이 분석

Trend analysis of students’ English performance in the NAEA (National Assessment of Educational Achievement) in relation to their background characteristics

This study reports the trends of students’ English achievement in the NAEA (National Assessment of Educational Achievement) in relation to their background characteristics. In this study, 6th, 9th, and 11th grade students’ English scores on the NAEA in the year of 2004, 2006, and 2008 were employed. Ten student variables from the survey (father’s education level, how often they communicated with their parents, academic self-efficacy, understanding in English class, faithfulness to English class, attitude toward English, self-study time, homework time, time spent on English class as an after-school activity, and time spent on private tutoring or classes taken at private institutions) were selected. Results of the trend analysis indicated that average scores increased from 2004 to 2008. Among ten student variables, ‘time spent on private tutoring or classes taken at private institutions’ showed the biggest increase. Results of MANOVA indicated that ‘understanding in English class’, ‘faithfulness to English class’ ‘attitude toward English’ were significantly different across the school level. The findings provide practical implications for policy-makers with respect to increasing English achievement.