earticle

영어

This study examined the educational productivity of level-based Math and English moving classes on the academic achievement of the middle school students based on the nationwide achievement test results and data from responses of students, teachers and principals to various questionnaires. 2003' Math achievement scores of 5876 students from 172 schools and 2004' English achievement scores of 6293 students from 177 schools were regressed on the various indicators of students' motivational and learning-related factors, teacher characteristics and students' background variables including level-based moving class factor. The results shows that the final optimal models for the Math and English achievement-related data did not include level-based moving class factor as a significant predictor, which means level-based Math and English moving classes are far from exerting any significant direct effects on increasing the students' overall achievement level. Level-based Math and English moving classes, however, was shown to have indirect effects on the achievement scores. That is, the significance and magnitude of the effects each predictor has on achievement varies according to the fact whether the students take Math and English classes fit to their achievement level or not. And this suggests that when the school provides level-based moving classes it is more likely to reduce the achievement gaps between urban and rural areas, students given private education and those not, and the classes operated by enthusiastic teachers and those not.