중학교 남녀공학의 교육적 효과 분석 (An Empirical Analysis on the Educational Effects of Coeducational School in Middle Schools)

서지정보

· 발행기관 : 한국교육평가학회
· 수록지 정보 : 교육평가연구 / 21권 / 1호 / 149 ~ 174페이지
· 저자명 : 김재철

초록

본 연구의 목적은 1학년에서의 양성평등의식과 수학성취도 및 양성평등의식과 수학성취도에 영향을 미칠 수 있는 가정 관련변수, 개인 관련변수, 학교 관련변수 등의 가외변수의 영향을 통제한 후, 양성평등의식과 수학성취도의 학교유형에 따른 차이를 비교함으로써 남녀공학의 효과성을 검증하는 데 있다. 활용한 자료는 중학교 1학년 1,468명과 3학년 1,465명으로 총 2,933명이었다. 남녀공학, 남학교, 여학교는 각각 12개 학교였으며 학교유형별 학생수는 남녀공학이 1,491명, 남학교가 719명, 여학교가 723명이었다. 연구 결과는 다음과 같다. 첫째, 남학생의 양성평등의식은 학년이 올라가더라도 변화가 나타나지 않았지만 여학생의 경우 오히려 낮아졌다. 둘째, 남학생이든 여학생이든 상관없이 학교유형이 양성평등의식에는 영향을 미치지 않았다. 셋째, 남학생과 여학생의 수학성취도는 학년이 올라감에 따라서 높아지며, 특히 여학생의 상승폭이 더 컸다. 넷째, 남학생은 공학에 다니는 것보다 별학에 다니는 것이 수학성취도에 대해서 더 효과적이었고, 여학생의 경우에도 공학에 다니는 것보다 별학에 다니는 것이 더 효과적이었다. 그러나 본 연구는 종단연구가 아니라 유사종단연구를 활용함으로써 1학년에서의 양성평등의식과 수학성취도를 통제하는 데 한계가 있었고, 종속변수가 양성평등의식과 수학성취도에 제한되어 있다는 한계점을 가지고 있었다. 이러한 제한점을 극복하기 위해서는 좀 더 다양한 종속변수를 포함하는 종단연구가 후속적으로 필요하다고 판단된다.

영어초록

The purpose of this study is to verify the effectiveness of coeducational school when compared to the differences of gender egalitarianism and mathematics scores according to whether or not the school is co-educational or single-sex after controlling for extraneous variables including household-related variables, individual-related variables and school-related variables that might affect the gender egalitarianism and the mathematics scores and gender egalitarianism and mathematics scores of the first grade students. The materials for this study were acquired by 2,933 students which consisted of the first grade students of 1,468 and the third grade students of 1,465. The number of the school was 36 which were made up coeducational school, all-boys school and all-girls school respectively, and the number of student in school type by gender were 1,491 of the coeducational school, 719 of all-boys school, and 723 of all-girls school. The findings of this study are as follows: First, the gender egalitarianism scores in a group of schoolboys did not show a significant difference by the grade. In the group of schoolgirls, the gender egalitarianism scores of the third grade students were lower than those of the first grade students. Second, the school type by gender did not affect gender egalitarianism irrespective of the gender of students. Third, regardless of gender, the mathematics scores of the third grade students were higher than those of the first grade students, especially the growth of schoolgirls' was much more than that of schoolboys'. Fourth, in the case of schoolboys, the mathematics scores of the schoolboys in all-boys school were more effective than those of schoolboys in coeducation school. In the case of schoolgirls, the mathematics scores of the schoolgirls in all-girls school were also more effective than those of schoolgirls in coeducation school. However, this study includes some limitations. One is that the control of gender egalitarianism and mathematics scores of the first grade students was limited as this paper did not utilize longitudinal study but utilize pseudo-longitudinal study. The other is that dependent variables were restricted to gender egalitarianism and mathematics scores. Therefore, a further study including a vertical study with a variety of dependent variables is needed in order to overcome these limitations.

참고자료

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