글의 길이와 내용, 학생 상하 수준에 따른 고등학생의 문장 중요도 평정 차이

Abstract

Purpose: This study analyzed differences in high school students’ rating of sentence importance depending on text length, content, and the students’ proficiency level(upper and lower), aiming to improve the teaching and the learning of reading. Methods: A test was conducted with 173 high school students in Changwon, Gyeongsangnam province. Based on the test, an analysis was performed to examine how text length and content affect the rating of importance. Additionally, participants were divided into two groups based on their proficiency levels in rating sentence importance — upper and lower — and the effects of variables within each group were analyzed. Results: First, text length revealed a statistically significant difference in students’ importance rating scores. Second, concerning content, no statistically significant difference was observed in the scores. Third, dividing participants into upper and lower proficiency groups based on the mean score showed a statistically significant difference between the two groups. Fourth, regarding text length, students in the upper group exhibited a superior ability to rate sentence importance in shorter passages compared to longer ones, and this difference was statistically significant. In contrast, for the lower group, no statistically significant difference was observed depending on the text length. Consequently, it was determined that students in the lower group face challenges in rating sentence importance regardless of text length. Fifth, concerning content, no statistically significant differences were observed in importance rating abilities for both upper and lower groups. Nevertheless, upon calculating effect sizes, it was discerned that students in both groups exhibited comparatively higher abilities in passages related to humanities than those related to the Natural Sciences. Conclusion: Students’ proficiency in rating sentence importance varied depending on the length of the text, while no significant difference was observed concerning the content. The upper and lower groups showed a great disparity in proficiency, and the variables that caused statistically significant differences varied depending on the proficiency level. These findings show that it is important to adjust the length and content of texts to match students’ proficiency levels when teaching reading strategies such as sentence importance rating. Furthermore, the introduction of sentence importance rating method, which visually illustrates the reading process, into teaching and learning can contribute to enhancing students’ reading abilities.