텍스트 유형에 따른 고등학생의 추론적 이해 차이

Abstract

Objectives The purpose of this study is to identify the level of inferential comprehension of high school students and to explore the points to be considered for effective reading instruction and rational evaluation based on this. Methods The level of inferential comprehension of 580 high school students enrolled in general high schools in Seoul, Incheon, Gwangju, Ulsan, Gyeonggi, and Gangwon-do was measured by using 40 optional items that can measure inferential comprehension as a test tool. For the response results, descriptive statistics were checked using Google's colab, and t-test and ANOVA were performed to analyze whether there was a difference in inferential understanding by gender and grade. Results First, the inferential understanding of the narrative text was significantly higher than that of the explanatory text. However, the difference between connection reasoning and elaboration reasoning was not confirmed. Second, a sub-factor of inferential understanding that was greatly affected by text type was causal reasoning. Third, inferential comprehension of narrative text was significantly higher in female students than in male students, but there was no gender difference in inferential understanding of explanatory text. Fourth, differences by grade were confirmed in both narrative text and explanatory text. A significant difference was not confirmed between the first and second grades, but a significant difference was confirmed between the first and third grades and between the second and third grades. Conclusions The educational implications of this study are as follows. First, it is required to consider the text type when evaluating inferential reading instruction and inferential comprehension in high school. Second, educational consideration is required for grade assignment in reading subjects in that inferential comprehension significantly develops in the third year of high school. Third, it is necessary to pay educational attention to the sub-factors of inferential understanding, which showed a relatively low level by text type.