Communications of Mathematical Education (한국수학교육학회지시리즈E:수학교육논문집)

Korean Society of Mathematical Education (한국수학교육학회)
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Analysis of the trend of mathematical achievement of students according to school grade change in TIMSS

TIMSS 수학 평가에서 학교급 전환에 따른 학생들의 학업성취 변화 추이 분석

  • Received : 2024.06.03
  • Accepted : 2024.06.24
  • Published : 2024.06.30
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Abstract

This study analyzes how the academic achievement of students in Korea changes as they transition from 4th grade of elementary school to 2nd grade of middle school, considering that the 4th graders in the previous TIMSS cycle become 2nd graders in the next cycle. In particular, this study selects and compares the eight main countries in the TIMSS math evaluation (Korea, Singapore, Taiwan, Japan, USA, UK, Australia, and Russia) to analyze the trend of change in academic achievement of Korean students according to school grade transition. The trend of change in academic achievement of students was analyzed not only overall but also by content area (number, geometry and measurement, data representation (data and probability/data and probability), gender, and regional scale. The analysis focused on the average score and the proportion of students by achievement level. The results of the study are as follows. First, there was no significant change in the average score of Korean students' academic achievement as the school grade transitioned, but the achievement gap widened in terms of the proportion by achievement level. Second, there were differences in students' academic achievement by content area according to school grade transition, and the pattern differed depending on the evaluation cycle. Third, there was a significant gap in students' math academic achievement depending on gender and regional scale of school location. This study reveals that the achievement gap among students in our country widens as they transition between school levels. The gap is found to vary in terms of achievement level, math content area, student gender, and school location. To alleviate these disparities, more substantial research and support are proposed in addition to policy implementation by the government or provincial offices of education.

본 연구에서는 TIMSS 수학 평가에서 이전 주기 초등학교 4학년이 다음 주기 중학교 2학년이 된다는 점을 감안하여 초등학교 4학년에서 중학교 2학년으로 학교급이 전환됨에 따라 학생들의 학업성취가 어떻게 변하는지를 분석하였다. 특히 TIMSS 수학 평가 주요 8개국(우리나라, 싱가포르, 대만, 일본, 미국, 영국, 호주, 러시아 연방)을 선정하여 비교함으로써 학교급 전환에 따른 우리나라 학생들의 학업성취 변화 추이를 분석하였다. 또 학생들의 학업성취 변화 추이는 전체뿐만 아니라 내용 영역(수, 도형과 측정(기하), 자료 표현(자료와 가능성/자료와 확률), 성별, 지역 규모 등에 걸쳐 분석하였고, 학업성취도 평균과 성취수준별 학생 비율을 중심으로 분석하였다. 연구 결과 다음과 같은 결론을 도출하였다. 첫째, 학교급이 전환됨에 따라 우리나라 학생들의 학업성취도 평균에는 큰 변화가 없으나 성취수준별 비율에서 학업성취 격차가 심화되었다. 둘째, 학교급 전환에 따라 내용영역별 학생들의 학업성취에 차이가 있었으며, 평가 주기에 따라 서로 다른 양상을 보였다. 셋째, 성별이나 학교 소재지의 지역 규모에 따라 학생들의 수학 학업성취 격차가 크게 나타났다. 본 연구에서는 우리나라 학생들의 학업성취 격차가 학교급 전환에 따라 심화되었으며, 학업성취도의 성취수준, 수학의 내용영역, 학생의 성별 및 학교 소재지에 따라 다양하게 나타나고 있음을 밝혔다. 이러한 격차를 완화하기 위해 국가나 시도교육청의 정책 실행 이외에 좀더 내실 있는 연구와 지원을 제안한다.

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References

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