코로나19 팬데믹 상황에서 고등학생의 수학성취에 영향을 미치는 변수의 성별차이 분석

Abstract

Objectives The purpose of this study is to investigate whether there is a significant gender difference in the effect of variables that influenced high school students' math achievement during non-face-to-face remote classes due to the COVID-19 pandemic. Methods For the purpose, I analyzed the math scores of 10,523 high school students in the national level academic achievement test provided by the Korea Institute of Curriculum and Evaluation in 2020. For data analysis, a multi-group structural equation model and a hierarchical multiple regression model were applied, and the structural equation model analysis used parental influence, remote class form, and class activity as exogenous potential variables, mathematical value recognition and learning effort as parameters, and mathematical scores as endogenous variables. Hierarchical multiple regression analysis reviewed the increase in explanatory power by using sub-variables related to parental influence, remote classes, and class activities as independent variables. In addition, a bootstrapping method was applied to verify the mediating effect of mathematical value recognition and mathematical learning efforts. Results As a result of the multi-group structural equation model analysis, there was a significant gender difference in the relationship with parents, the type of distance class, and the influence of teachers' teaching activities on high school students' math value recognition and math learning efforts. Second, there was a significant gender difference in the effect of mathematical value recognition and mathematical learning efforts on mathematical grades. Third, there was a significant gender difference in the mediating effect of mathematical value recognition and mathematical learning efforts between exogenous variables and mathematical scores. Fourth, there was a significant gender difference in the effect of the subtype of remote class and the subtype of teacher's class activities on mathematical grades. Conclusions These results show that in order to improve high school students' math achievement in remote class situations due to the pandemic, a class design considering gender differences is necessary.