청소년 교수-학습경험의 잠재계층과 영향요인 및 성과분석

Abstract

Objectives The purposes of this study is to classify latent profiles based on the teaching-learning experience perceived by students using the 9th to 10th data of the Gyeonggi Education End Study, and to explore the high school type that affect the classified latent profiles. In addition, current study examined the association between these profiles with student engagement entering university.
 Methods Data from the 9th (third grade of high school) and 10th (freshman of university) wave of the the Gyeonggi Education Panel Study elementary school pane l(N = 2,927) were used. In this study, student data for the 9th wave, the 10th wave and school data were integrated using student ID and school ID. For analysing, latent profile analysis and multinomial logistic regression and OLS logistic regression analysis were performed.
 Results As a result of the analysis, the teaching-learning experience of adolescents was classified into three groups, and it was named as a high-level group, a middle-level group, and a low-level group according to the level of teaching-learning experience. When general high schools were used as the reference for the latent profile, no statistically significant difference was detected across autonomous private high school. However special purpose high schools and specialized high schools showed statistically significant effect. Student of special-purpose high schools were more likely to belong to the high-level group than low-level group. In addition, Student of specialized high schools were more likely to belong to the low-level group than middle-level group Moreover, the latent profiles were found to have an effect on participation in learning after entering college. In other words, the finding of this study indicated that youth classified in the middle-level group or the high-level group actively participated in university learning and were less negligent than those in the low-level group.
 Conclusions Current study found that there was a difference in the quality of teaching-learning experienced by students according to the type of high school. In addition, this difference had a significant effect on participation in learning after entering college. Based on these results, it is necessary to provide equal quality education in order to cultivate talented people who meet various high school types' purposes. In particular, it is necessary to improve the quality of education by providing various teaching methods through the improvement of teachers' expertise and competency development.