중⋅고등학생의 학습동기 수준별 학업성취, 원격수업 경험 및 만족의 차이

Abstract

Objectives The purpose of this study is to classify the latent groups according to the learning motivation of Korean language and mathematics of middle and high school students, and to analyze the differences in academic achievement, distance learning experiences and satisfaction in 2020 by learning motive groups.
 Methods The subject of analysis is the data of 10,653 middle school students and 10,528 high school students responding to the ｢2020 National Assessment of Educational Achievement｣ of Korea Institute for Curriculum and Evaluation. For data processing, frequency analysis, factor analysis, and reliability analysis were performed using SPSS and Jamovi programs, the latent groups according to the Korean language and math learning motivation were extracted using the Mplus program, and the characteristics of each latent group were analyzed.
 Results The learning motivation groups of middle and high school students were identified as upper, middle, and lower 3 groups in Korean, and upper, middle-high, middle-low, and lower 4 groups in mathematics. As a result of examining the characteristics of each group, the group with high motivation for Korean and math had good Korean and math achievement. Looking at the changes in school level, Korean learning motivation gradually increased, but Korean language achievement decreased, and math learning motivation gradually decreased, but achievement tended to increase. As a result of examining the environmental differences in distance learning experienced in 2020 by the learning motivation group, the group with high Korean and math learning motivation was found to have the least negative influence of distance learning, suggesting the possibility of a learning gap. In addition, there was a difference in satisfaction with distance learning according to the level of motivation, and lower satisfaction with feedback and communication was shown compared to other items.
 Conclusions Middle and high school students' motivation for Korean and mathematics and academic achievement are closely related, suggesting the development of convergence classes between subjects. In addition, the group with high learning motivation appears to be the group that minimizes the unfavorable influence of distance learning, requiring the establishment of strategies to improve learners' learning motivation for each subject.