고등학생들의 수학 과목 수강 결정에 영향을 주는 기대-가치 요인

Abstract

With the full implementation of the high school credit system in 2025 and the application of the 2022 revised mathematics curriculum, more mathematics subjects can be offered than in the previous curriculum, but the number of subjects which students can choose is limited. Therefore, this study analyzed 550 high school students through factor analysis based on the Expectancy-Value Theory (Eccles et al., 1983), and the factors were found to be: achievement-related expectancy, environment, utility value, and cost. The responses to the factors that influence the choice of mathematics subjects differed between the first and second grades of high school and the third grade of high school, and were also found to be different by their desired fields. And, as a result of analyzing what subjects high school students chose and why, the subjects they wanted to take were in order of preference: “Algebra, Calculus I, Probability and Statistics, Calculus II, Geometry, Artificial Intelligence Mathematics, Mathematics and Culture, Economic Mathematics, Practical Statistics, and Vocational Mathematics”. The more closely related to the career path and the more expected to be a CSAT subject it was the higher the desire to take the course was. In choosing math subjects, students often had difficulties because their career paths were not yet determined or their aptitude was not properly identified, and they needed subject guidance that included information such as “career, college entrance exam, subject content, and relevance to pre-learning content.”