earticle

영어

Recently, for the better understanding of differences in learning achievements, researches have begun comparing learning achievements between learners in the same educational contents and methods. In this study, we examine whether there exists a difference in academic achievements between genders and between Hanja and non-Hanja culture learners. We also investigate whether those who have received Korean language education from basic to intermediate with identical textbooks and identical curriculum have higher academic achievements than those who have not received such education. To this end, employing the linear mixed model, we carried out a statistical analysis over the Korean language fulfillment score data collected from a Korean-language institute administrated by K university. The message this article delivers is that the high score group tends to make a slow constant progress as advancing Korean language level, which is contrary to the low score group who tends to withdraw in a significant degree of achievement. Another point made in this paper is that the females perform much better than males in the high score group, but in the low score group quite oppositely much poorer performance has been observed. Finally, it has been found that it is better strategy to learn Korean in the same institute from basic than to start-off as intermediate level.