중·고등학교 학생의 영어 수업이해도 변화추이에 영향을 미치는 부모 요인 분석

Abstract

Objectives This study aims to examine the trends in the understanding of English classes among middle and high school students. It explores the longitudinal relationships centered on variables such as family background, pa-rental academic support, after-school programs, and private education. Methods Data from the 2nd to 5th year (2019-2022) of the Jeonnam Educational Longitudinal Study (JELS) were analyzed using a Latent Growth Curve Model. The analysis was conducted from the 1st year of middle school to the 1st year of high school to understand the changes in students' understanding of English classes. Predictive variables included individual characteristics, family background, parental academic support, after-school pro-grams, and private education. Results The average initial level of understanding of English classes among middle school students was statisti-cally significant at 3.735, with a rate of change of -0.107. This suggests that the level of understanding of English classes was relatively high in the 1st year of middle school but has been decreasing over the 5-year span of middle and high school. Among the variables affecting changes in the understanding of English classes, only the ex-penditure for academies, tutoring, and worksheets by parents for their children's studies had a positive effect on the initial level but had a negative impact on the rate of change over four years. Participation in private education also had a positive effect on the initial level but a negative effect on the rate of change over four years. Conclusions This study suggests strategies and implications for improving the understanding of English classes among middle and high school students, reflecting the analysis results of major family background variables af-fecting changes in understanding.