Korean Secondary School Research Articles

Evaluating Virtual Reality’s Impact on Enhancing Pedagogical Skills in South Korean Secondary Schools’ Teacher Development Programs

This comprehensive study delves into the transformative potential of Virtual Reality (VR) technology within teacher professional development programs in South Korean secondary schools. With the educational landscape rapidly evolving, the integration of innovative technologies such as VR presents both unprecedented opportunities and significant challenges. This paper aims to critically assess the effectiveness of VR in enriching pedagogical skills among educators, exploring its role in facilitating immersive and interactive learning experiences that could potentially redefine traditional teaching methodologies. Employing a mixed-methods research approach, this investigation combines quantitative data derived from extensive surveys of educators who have participated in VR-based training programs with qualitative insights gathered through in-depth interviews. This dual-faceted analysis enables a nuanced understanding of VR’s impact on teaching practices, highlighting the technology’s capacity to enhance instructional strategies, engage students more effectively, and foster a dynamic learning environment. Moreover, the study identifies key challenges associated with the adoption of VR in professional development, such as technical limitations, the need for specialized training, and the integration of VR content with existing curricula. By offering a comprehensive overview of the current state of VR in educational settings in South Korea and examining its implications for teacher professional growth, this paper contributes valuable perspectives to the ongoing discourse on leveraging technology to advance educational outcomes. Through its findings, the research underscores the critical need for strategic implementation and support mechanisms to maximize VR’s benefits in professional development programs, paving the way for future innovations in educational technology.

A study of honorifics and honorific expressions in the Korean secondary school teacher recruitment examination

A study of honorifics and honorific expressions in the Korean secondary school teacher recruitment examination

Exploring the Role of Interaction in Engagement and Satisfaction Within Virtual Learning Environments

Empirical studies have recognized the significant role of student engagement and interaction in determining satisfaction within high-quality, synchronous virtual learning environments. A prevailing concept in research surrounding synchronous virtual satisfaction suggests that interaction is a key driver of learner engagement. However, very few research has delved into the underpinnings of this relationship. This study, therefore, aims to examine the potential mechanisms that link student engagement and satisfaction through interactions within a synchronous virtual learning environment. A sample of 200 South Korean secondary school students, comprising a balanced gender ratio (51% male, 49% female), was included in this research. The findings demonstrate a series of positive correlations among student engagement, interaction, and satisfaction. Furthermore, mediation analysis revealed a positive relationship between student engagement and satisfaction, with interaction serving as a mediating variable. The study's results suggest that high school students derive benefits when teachers take active steps to engage them. The findings of this study could guide future planners of synchronous virtual learning environments to prioritize student engagement as a strategic initiative for boosting satisfaction levels.

Association between School Health Education and Health Behaviors: Analysis of Korean Secondary School Students.

The Article Abstract is not available.

An Ecological Approach to Teacher Agency in English Curriculum Design at Korean Secondary Schools

Drawing on an ecological approach to teacher agency, this empirical study investigated the dynamic interplay between teachers and the environment which emerges as teachers enact their professional agency in curriculum design. The dataset comprises semi-structured interviews with 15 Korean secondary English teachers. The findings from the thematic analysis indicate that teacher agency is achieved through the dynamic interplay between teachers and different ecosystems: micro-, meso-, exo-, macro- and chronosystem. This study concludes with practical and theoretical implications as well as suggestions for future research.

성별이 영어 부정극어 습득에 미치는 영향

In this study, an empirical survey was conducted on Korean secondary school students to understand the effect of gender on the acquisition of English negative polarity items(NPIs). Age and gender were classified to find out the frequency rate of NPIs in the subject and object positions. Looking at the commonalities of male and female students, first, the frequency of NPIs was higher in the object position than in the subject position. These results indicate that Korean secondary school students have a high awareness of NPIs regardless of gender. Second, The frequency of NPIs was high in the first graders, who were in the lowest grade in the subject and object positions. This suggests that age has an effect on the acquisition of NPIs. Looking at the differences between male and female students in acquiring NPIs, a significant difference between first and third graders was confirmed in the case of male students as a result of the post - hoc test in the subject position. In the case of female students, there was no significant difference in subject and object position across all grades. In summary, first, it was confirmed that there was a difference between male and female students in the frequency of NPIs. Second, there was a difference in the frequency rate of NPIs according to the grade. Third, there was a difference in the response rate of NPIs according to subject and object position. It is hoped that the results of this study will serve as a reference for the education of male and female students related to NPIs and negatives in the field of English education. In order to generalize the results of this study, insufficient samples and cases should be supplemented in subsequent studies.

Functional Analysis Diagrams in Science and Technology Education

With the world currently facing an escalating environmental crisis and major virus disease outbreaks, the need to significantly grow the STEM workforce ranks has never been more urgent. The authors propose a novel teaching methodology involving functional analysis diagrams (FADs) as an educational aid. The paper presents a method to quantitatively assess the effects of the proposed intervention in an educational setting alongside a pilot study conducted in a South Korean secondary school with non-native English-speaking students (n = 39). The written assessment results indicate that the FAD-assisted method can have a measurable effect and have the potential to assist students with lower scores in English. This pilot study’s results suggest that FAD models of engineering systems can enhance knowledge transfers in technology and engineering education. Experimental validation using the proposed method was shown to be feasible and would require a moderate-sized sample (n ≥ 168) for a future full-scale study.

중등학교 체육안전사고 예방척도 개발

The purpose of this study was to develop of the prevention scale for physical safety accidents in secondary school. Two surveys were conducted and 400 Korean secondary school students for each survey. Winsteps 5.3.4 and R program, SPSS 27 and AMOS 27 programs were used to analyze the data and alpha level was set at 0.05. The results were as follows. First, through the Delphi technique, 4 factors 25 items(1-factor: 6 items for personal safety awareness; 2-factor: 6 items for safety awareness for facilities; 3-factor: 7 items for safety education awareness; 4-factor: 6 items for accident prevention awareness) were developed on the secondary school physical safety accidents prevention scale that can be measured with 5-point response category. Second, one item was judged to be inappropriate in the item analysis (skewness and kurtosis analysis) of the first survey data, and no inappropriate item appeared in the construct validity verification through confirmatory factor analysis. Third, in the Rasch rating s cale m odel analysis o f the second s urvey, the 5 -point r esponse category w as c onverted i nto 4-point response category. In addition, one item was judged to be inappropriate through the goodness-of-fit analysis of the items, and three items were extracted as the differential item functioning according to gender. Finally, the 4 factors and 20 items(1-factor: 5 i tems for personal safety awareness; 2-factor: 5 items for safety awareness for facilities; 3-factor: 6 items for safety education awareness; 4-factor: 4 items for accident prevention awareness) measured as 4-point response category were developed for preventing physical safety accidents in secondary schools.

Factors Predicting Teachers’ Job Satisfaction in Korean Secondary Schools

Factors Predicting Teachers’ Job Satisfaction in Korean Secondary Schools

Discussion and improvement plan for the integration of social studies in korean secondary schools - Focusing on the textbook of high school [Integrated Social Studies] -

해방 이후 우리나라 사회과교육이 추구해 온 이상은 사회과 통합 교육과정 의 바람직한 실현이었다. 그러나 ‘분과 대 통합’이라는 사회과 내용구성 방식 을 둘러싼 기존의 사회 3과(사회, 역사, 지리)와 윤리과를 포함한 분과 간의 갈 등은 해소되지 않고 있다. 고등학교 <통합사회>에서는 지리, 일반사회, 윤 리, 세계사 사이에서 실질적인 통합교육과정 및 교과서 내용구성을 중심으로 갈등이 드러나고 있다. 사회과 교육과정의 통합 및 분과체제 논의는 교육과 정상의 문제, 학교 현장에서의 문제, 교사 양성의 문제 등으로 구분해서 살펴 볼 수 있는데, 특히 교육과정 개정과 관련하여 정작 학교 현장에서 직접 학생 들을 대상으로 사회과 수업을 실시하고 있는 교사들이 거의 소외되어 왔다는 점을 지적하지 않을 수 없다. 하지만 그러한 상황 속에서도 최소한 명목상(정권의 교육과정 개정 의지와 방향) 또는 형식상(바람직한 민주시민 양성을 위한 사회과 통합 명분)의 통합 사회과를 지향해 왔다. 이 글에서는 첫째, 지금까지의 사회과 교육을 둘러싼 사회 3과(일반사회, 지리, 역사)의 쟁점과 갈등 양상을 개관하였다. 둘째, 고등 학교 <통합사회> 교과 개발과정에서의 핵심적인 쟁점사항을 파악하였다. 셋째, 고등학교 <통합사회> 실행과정에서 나타나고 있는 현실적인 문제점 들이 무엇인가를 파악하였다. 넷째, <통합사회> 전공교사 양성 및 교원연수 프로그램 운영에 있어서 개선방안을 제시하였다. 마지막으로, <통합사회> 교육과정의 이상이 학교교육을 통해 실행되기 위해서는 어떠한 정책적 대안이 필요한지를 제시하였다.

Longitudinal and reciprocal relationships between self-esteem, school adjustment, and happiness in Korean secondary school students

Although personal and environmental correlates of adolescents’ happiness have been found, the temporal direction of these relationships is less known. The present study explored the longitudinal and reciprocal relationships between self-esteem, school adjustment, and happiness during secondary school years in South Korea. Longitudinal data of 2,351 adolescents from three time points (Grades 7, 9, and 11) were drawn from the Korean Children and Youth Panel Survey (KCYPS) and were analyzed using autoregressive cross-lagged modeling. The results indicated that inter-individual differences in self-esteem, school adjustment, and happiness were moderately stable from Grades 7 to 11. Self-esteem and happiness, and self-esteem and school adjustment reciprocally predicted each other over time. The effects of self-esteem on happiness and school adjustment two years later were stronger than the reverse direction of effects. School adjustment and happiness were only indirectly interrelated through self-esteem over time. These longitudinal relationships did not differ between genders. The implications of the findings for future research and adolescent interventions are discussed.

Learning-oriented Classroom Assessment in the Korean Secondary School Context

The purpose of this study is to explore the learning-oriented aspects of two online computer-based classroom assessments: the student-generated reading comprehension test development task and the KICE-eAssessment. This study draws upon Carless’ (2007) framework for learning-oriented assessment. The studentgenerated reading comprehension test development task is a teacher-designed online classroom-based reading assessment. For this assessment, students create three reading comprehension tests based on the reading texts covered in class. The English language part of the KICE-eAssessment is an online computer-based English language assessment system used to evaluate students’ communication skills and civic competency. In relation to the first component of Carless’ (2007) framework, assessment tasks as learning tasks, both assessments are learning-focused in the sense that their designs are based on the achievement standards and competencies in the current national curriculum of Korea (Ministry of Education, 2015a) and/or real-life language use. The second component of the framework, student involvement, is also achieved by these two classroom assessments, which incorporate self- and peerevaluation into their assessment tasks. The last component of the framework, feedback as feedforward, is integrated into these two classroom assessments. This component provides students with timely and forward-looking feedback from the teacher, peers, and the computer-based assessment system.

A comparison of Korean and Indonesian secondary school students’ career values

The exploration of career values can motivate and inspire young people, and help them achieve career success. The current study assesses the effect of sociocultural background on adolescents' career value among 951 Indonesian and 1,242 Korean secondary school students. Latent class analysis results suggest that participants can be grouped into five classes: personal-stability oriented, ability utilization, social-status oriented, social-relation oriented, and multi-valued leadership. Furthermore, the result of a three-way ANOVA indicated significant interactions for country, gender, and educational level on all career values for every class. The findings are discussed in the sociocultural contexts of Indonesia and Korea.

Characteristics of ICT Utilization and Perception of Korean Secondary School Teachers through ICILS 2018 : Focusing on Teachers' Age and Subjects

Characteristics of ICT Utilization and Perception of Korean Secondary School Teachers through ICILS 2018 : Focusing on Teachers' Age and Subjects

When Empathy Leads to Passive Bystanding or Defending of the Victim in a Bullying Situation: Interaction With the Perceived Popularity of the Bully

The interactions between individual factors (i.e., cognitive empathy, affective empathy) and situational factors (i.e., perceived popularity of a bully) in predicting passive bystanding or defending of the victim in a bullying situation were examined. A total of 522 Korean secondary school students answered survey questions and responded to vignettes depicting bullying scenarios that included the different popularity statuses of the bully. The results revealed that high affective empathy positively predicted defending negatively predicted passive bystanding regardless of the perceived popularity of the bully. However, when bystanders had low affective empathy and high cognitive empathy, as the perceived popularity of the bully increased, their intention to remain passive also increased but their intention to defend the victim decreased.

ОСОБЕННОСТИ РАЗВИТИЯ СИСТЕМЫ ШКОЛЬНОГО ОБРАЗОВАНИЯ В РЕСПУБЛИКЕ КОРЕЯ С КОНЦА XIX в. ПО НАСТОЯЩЕЕ ВРЕМЯ

Statement of the problem. Improvement of RF school education should follow the Functional literacy development as one of the main tasks of the Federal State Educational Standard [Loginova, 2019]. For this, it is necessary to use both international and Korean experience in General Education. For this every student’s abilities, creative thinking and opportunities should be developed in our competitive world. For this, educational development of Korean primary, middle and high schools should be addressed, as well as its application for RF student functional literacy. The purpose of the article is to study developmental features of the Korean primary, middle and high schools; to focus on the positive feedback Russia could get from the Korean experience of student functional literacy development. Methodology (materials and methods) implies analysis of the obtained data, its comparison and alignment. Research results: 1. The geopolitical and geo-economic position of the Republic of Korea has contributed to the development and implementation of a school education system that functions in the conditions of effective use of limited resources, especially natural ones. At the same time, the system of country’s government has a significant political and ideological influence. School education in the Republic of Korea is transforming and adapting to changes in the political, economic and social spheres. 2. The main goal of school education in the Republic of Korea is to educate talented and creative individuals. In general, the education system of the Republic of Korea is rapidly changing, contributing to the development of talents necessary for the state, society and a specific individual, and in this sense has achieved impressive success. 3. In the rapidly changing era of the 21st century, the Korean school system is facing social challenges such as declining birth rates and aging populations, as well as uncertainty about where school graduates find their place in life and employment. The situation in this matter is changing rapidly. Conclusion. Advantages and disadvantages of the Korean school system have been identified. This article examines the historical and modern features and transformations of the Korean secondary school system, summarizes the results of its study. In the future, we plan to conduct a comparative study of the Korean and Russian secondary school systems.

A Comparative Study of Mathematics Assessment Practices between Malaysian and South Korean Secondary Schools Mathematics Teachers

This study compares the assessment practices of Malaysian and South Korean lower secondary school mathematics teachers to help explain the differences that have been found consistently between the achievement levels of Malaysian and Korean students in the TIMSS and PISA. A set of questionnaires was developed and used. It consists of item in three constructs, namely, formative, summative and diagnostic assessment. Cronbach's alpha coefficient for the total score of the questionnaire was 0.94. A total of 71 Malaysian respondents and 51 South Korean respondents were involved in the study. To gather richer data, the interview was done in a manner which could explain the results. A total of three lower secondary school mathematics teachers from each country participated in the interview. The findings show that mathematics teachers in both countries use open-ended and subjective questions versus multiple choice questions in implementing formative assessment. The mathematics teachers of both countries also understand the importance and purpose of implementing formative assessment in mathematics classes. Both education systems are highly oriented to examinations, but do not emphasise TIMSS and PISA assessments. In Malaysia, not all schools are chosen to be involved in those assessments. While the attitude of the students towards any tests or examinations makes South Korean students always ready to face the two assessments. Besides that, one of the aspects that Malaysia's education system can learn is the implementation of diagnostic assessments that is highly emphasised and systematically implemented in South Korea's education system.

Identity and Accents: Do Students Really Want to Speak Like Native Speakers of English?

There is a growing recognition of diverse settings and different varieties of English and accents. However, there seems to be a lack of research on the investments and views of Expanding Circle students who relocate to study in Asian Outer Circle countries, especially on the identities of proficient speakers and/or teachers of English. This study attempts to fill this gap by examining the perceptions of Korean secondary school students in Malaysia through online questions and face-to-face interviews. Among others, findings suggest that the students had investments not only in English but also in their own sociocultural identities which were connected to their own accents. The students also felt that proficient English speakers and/or teachers should have pronunciation and accents that they could understand and that they were familiar with. Since they could not understand some of their native English-speaking teachers (NESTs), they did not feel that a person needed to be a native speaker in order to be a proficient speaker of English. Neither did they have any desire to imitate native speakers’ accents in learning to be proficient speakers because their own accents could be understood. The findings of this study suggest that NESTs may not necessarily be ideal English speakers with accents that need to be imitated. Instead, teaching and learning English should focus on communication between interlocutors from various contexts.

Perceptions of Team-Teaching Between Native and Nonnative English Teachers in Korean Secondary Schools

Perceptions of Team-Teaching Between Native and Nonnative English Teachers in Korean Secondary Schools

Job and Life Satisfaction of Korean Secondary School Teachers: Application of the Social Cognitive Career Theory of Well-being

Job and Life Satisfaction of Korean Secondary School Teachers: Application of the Social Cognitive Career Theory of Well-being