수업 체계성과 일관성이 대학생의 학업 성취도에 미치는 영향 분석

Abstract

This study explores the association between instructional practices and college students’ achievement. Using National Assessment of Student Engagement in Learning(NASEL) data from Korean Educational Development Institute, we conducted random effect and fixed effect models to verify whether the increase in instructional organization and coherence moderates the achievement of students, especially for those with low level of cognitive competence. Results revealed that both instructional organization and coherence were positively related to student achievement. Furthermore, these instructional practices appeared to improve achievement especially for students with lower level of cognitive learning competence. These findings suggest that instructional organization and coherence may be an effective instructional practice in enhancing underprepared students’ achievement in higher education.