2020년~2024년 영어과 국가수준 학업성취도 평가를 통한 중학생들의 인지적·정의적 특성

An analysis of middle school students’ cognitive and affective features based on the National Assessment of Educational Achievement from 2020 to 2024

The present research aimed to investigate the tendency of the educational achievement and the affective features of Korean middle school students from 2020 to 2024 under the revised 2015 national curriculum. For the purpose of the current study, student performance was analyzed based on the performance levels according to overall student group, region, and gender, and affective domains. The results showed that the students performed worst in 2021. In addition, the students of the metropolitan cities performed much better than those of middle-or-small-sized regions. Furthermore, the female students showed better performances than the male students did. Concerning students’ perceptions on the English language, the students in the higher performance level groups tended to have more positive attitudes towards interest, self-efficacy, value, and learning motivation on the English language. In sum, a wide variety of supporting educational policies for English learning and teaching need to be suggested and implemented in order to help the students of the lower performance levels enhance their English language ability and increase positive attitudes towards the affective features. AI-integrated educational technology also should be actively utilized for learning and teaching methods.