중학생이 인식한 수업 및 평가의 실제와 학습자 특성이 수학교과흥미 및 수학성취도에 미치는 영향

Abstract

Objectives The purpose of this study was to analyze the effects of teacher's teaching and assessment practices, students' self-esteem, and academic efficacy on subject interest and academic achievement in order to explore the causes of students' affective and cognitive achievement. Methods Using data from the 3rd year of the Daegu Education Panel Study (2019), Pearson correlation coefficients were calculated to examine the correlation degree of each variable, and multiple regression analysis was conducted to explore the differential influence of teachers on cognitive and affective achievement of middle school students. Results First, it was found that the form of teaching and assessment recognized by middle school students had a significant effect on mathematics and interest except for the entire feedback experience. However, it was found that individual feedback experiences had a significant negative effect. Second, it was found that only the total feedback experience, individual feedback experience, and task feedback had a significant effect on mathematical achievement in the form of instructional and evaluation practice recognized by middle school students. Like the mathematics and interest regression model, individual feedback experiences were found to have a significant negative effect. In the case of the effect of learner characteristics on mathematical achievement, only academic efficacy was found to have a significant positive effect, and when comparing the size of the standardization coefficient, it was found that academic efficacy, which is the learner characteristic, had the greatest effect Conclusions The actuality of classes and evaluations perceived by middle school students and the differential effect of learner characteristics on students' math interest, and mathematical achievement were confirmed, and implications for teaching methods that can be used in teachers' classes were proposed.