The Mathematical Education (한국수학교육학회지시리즈A:수학교육)

Korean Society of Mathematical Education (한국수학교육학회)
권호 표지
DOI QR코드

DOI QR Code

Effects of the teacher characteristics on self-directed learning mediated by students' class attitude and class satisfaction in mathematics

수학 교과에서 교사특성이 수업태도와 수업만족도를 매개로 고등학생의 자기주도학습에 미치는 영향

  • Hyesung Park (Korea Maritime & Ocean University) ;
  • Sungyeun Kim (Incheon National University)
  • 박혜성 (한국해양대학교) ;
  • 김성연 (인천대학교)
  • Received : 2024.06.16
  • Accepted : 2024.07.15
  • Published : 2024.08.31
Download PDF
⟨ Previous Next ⟩

Abstract

Self-directed learning in mathematics education is crucial because it enables students to think creatively and critically while continuously improving. The purpose of this study was to examine the mediating effects of class attitude and class satisfaction in mathematics on the relationship between mathematics teacher characteristics and self-directed learning. Furthermore, the study aimed to determine whether these structural relationships differ between male and female student groups. To achieve this, the theoretical model was tested using the 9th-year data (high school 3rd grade) of the Seoul Education Longitudinal Study (SELS) 2010, comprising 2,325 students (1,187 males and 1,138 females). The results revealed that the mediating effects of mathematics class attitude and class satisfaction on the relationship between teacher characteristics in mathematics and high school students' self-directed learning were significant. At this time, the direct effect of mathematics teacher characteristics on selfdirected learning was not significant, indicating that mathematics class attitude and class satisfaction had full mediating effects. Multi-group analysis results showed no significant differences in path coefficients between male and female student groups. Based on the research findings, implications for teacher education were presented to improve high school students' self-directed learning abilities in mathematics education, focusing on the mediating effects of affective factors in the classroom.

본 연구의 목적은 고등학생의 자기주도학습에 영향을 주는 주요한 환경 변수로 수학교사 특성의 영향을 살펴보고, 수학교사 특성과 자기주도학습의 관계에서 수학 수업태도와 수학 수업만족도의 매개효과를 검증하는데 있다. 나아가 이러한 구조적관계가 남녀 학생 집단에 따라 차이가 있는지 확인하고자 하였다. 이를 위해 서울교육종단연구(SELS: Seoul Education Longitudinal Study) 2010의 9차년도 데이터(고등학교 3학년) 2,325명을 대상으로 이론적 모형을 검증하였다(남학생: 1,187명, 여학생: 1,138명). 연구 결과, 수학교사 특성은 수학 수업태도와 수학 수업만족도에 긍정적인 영향을 미치며, 이러한 요인들은 자기주도학습에 완전매개효과를 나타냈다. 즉, 수학교사의 전문성, 피드백, 기대감의 특성은 학생들의 자기주도학습에 직접적인 영향을 미치지 않지만, 수학 수업태도와 수업만족도를 통해 간접적인 영향을 미치는 것으로 나타났다. 특히, 수학교사의 전문성, 높은 기대감과 개별적 피드백은 학생들의 수학 수업에 대한 긍정적인 태도와 높은 만족도를 형성하게 하여 최종적으로 자기주도학습능력을 높이는 것으로 나타났다. 다집단 분석 결과, 남학생과 여학생 집단에서 경로계수에서의 유의한 차이는 없는 것으로 나타났다. 이는 교사의 특성과 자기주도학습 간의 관계에서 성별에 따른 차이가 나타나지 않았음을 의미하며, 수학 교과에서 교사가 학생들과의 상호작용을 통해 형성한 수업태도와 수업만족도가 남녀 학생 모두에게 동일하게 중요한 영향을 미친다는 것을 시사한다. 연구결과를 바탕으로 고등학생의 자기주도학습 능력을 증진시키기 위해 수학 교사의 전문성과 피드백, 그리고 높은 기대감을 강조하는 교사 교육 프로그램의 필요성을 제안하였다. 또한, 교사들이 수학 수업에서 학생들과의 긍정적인 상호작용을 통해 학생들의 수업 태도와 수업 만족도를 높이는 전략을 개발할 필요가 있음을 제시하였다.

Keywords

References

  1. Anderson, J. C., & Gerbing, D. W. (1988). Structural equation modeling in practice: A review and recommended two-step approach. Psychological Bulletin, 103 (3), 411-423. https://doi.org/10.1037/0033-2909.103.3.411
  2. Chang, J., Park, I., & Kim, E. (2018). The effects of teaching method and homework feedback on students' class attitude, classroom atmosphere, class satisfaction, self-directed learning, and academic achievement. Research Institute for Science Education, 57 (2), 246-259. http://dx.doi.org/10.15812/ter.57.2.201806.246
  3. Chen, F. F. (2007). Sensitivity of goodness of fit indexes to lack of measurement invariance. Structural Equation Modeling: A Multidisciplinary Journal, 14 (3), 464-504. https://doi.org/10.1080/10705510701301834
  4. Chi, E., Yang, M., & Cheong, Y. (2011). Effects of teachers' activities for instruction and evaluation on students' self-regulated learning and academic achievement. The Journal of Elementary Education, 24 (4), 165-184.
  5. Else-Quest, N. M., Hyde, J. S., & Linn, M. C. (2010). Cross-national patterns of gender differences in mathematics: A meta-analysis. Psychological Bulletin, 136 (1), 103-127. http://dx.doi.org/10.1037/a0018053
  6. Feldman, R. S., & Theiss, A. J. (1982). The teacher and student as Pygmalions: Joint effects of teacher and student expectations. Journal of Educational Psychology, 74 (2), 217-223. https://doi.org/10.1037/0022-0663.74.2.217
  7. Gan, Z., An, Z., & Liu, F. (2021). Teacher feedback practices, student feedback motivation, and feedback behavior: How are they associated with learning outcomes?. Frontiers in Psychology, 12, 697045. https://doi.org/10.3389/fpsyg.2021.697045
  8. Hong, S. (2000). The criteria for selecting appropriate fit indices in structural equation modeling and their rationales. Korean Journal of Clinical Psychology, 19 (1), 161-177.
  9. Hyde, J. S., Lindberg, S. M., Linn, M. C., Ellis, A., & Williams, C. (2008). Gender similarities characterize math performance. Science, 321 , 494-495. https://doi.org/10.1126/science.1160364
  10. Kim, H. (2003). Teacher expertise and quality: Exploration of concepts and improvement strategies. Korean Journal of Educational Research, 41 (2), 93-114.
  11. Kim, J., Jang, J, & Park, I. (2017). A study on the effects of the teachers characteristics recognized by students on student's attitude, self-directed learning and academic achievement. Secondary Education Institute, 65 (4), 731-758. http://dx.doi.org/10.25152/ser.2017.65.4.731
  12. Kim, K. (2007). Analysis of structural equation modeling using AMOS . Hannarae.
  13. Kim, S., Lee, M., Lim, K., So, Y., Yoon, M., Lee, S., Lee, W., & Kim, W. (2005). The effects of types of performance feedback, perceived competence, and goal orientation on task interests and performance satisfaction. The Korean Society of Educational Psychology, 19 (1), 115-133.
  14. Kim, Y. (2021). A longitudinal study on the effect of teacher characteristics perceived by students on mathematics academic achievement: Targeting middle and high school students. Communications of Mathematical Education, 35 (1), 97-118. https://doi.org/10.7468/jksmee.2021.35.1.97
  15. Kline, R. B. (2015). Principles and practice of structural equation modeling . Guilford publications.
  16. Knowles, M. S. (1975). Self-directed learning: A guide for learners and teachers . Englewood Cliffs.
  17. Kwon, J., & Kwon, M. (2023). Exploring factors influencing affective characteristics in elementary school students: Focusing on school mathematics education and social environment. Education of Primary School Mathematics, 26 (3), 199-217. https://doi.org/10.7468/JKSMEC.2023.26.3.199
  18. Kwon, O., & Park, K. (1995). Gender differences in mathematics achievement. Journal of Korean Women's Studies, 11, 202-232.
  19. Kwon, O., Park, K., Im, H., & Heo, R. (1996). Gender differences in spatial ability. The Mathematical Education, 35 (1), 125-141.
  20. Lee, J. (2010). Analysis of the structural relationships among self-determination motivation to learn, metacognition, selfdirected learning ability, learning flow, and school achievement. The Korean Education Research Association, 48 (2), 67-92.
  21. McKown, C., & Weinstein, R. S. (2008). Teacher expectations, classroom context, and the achievement gap. Journal of school psychology, 46 (3), 235-261. https://doi.org/10.1016/j.jsp.2007.05.001
  22. Meng, L. N., Zhang, X. H., Lei, M. J., Liu, Y. Q., Liu, T. T., & Jin, C. D. (2019). Relationship between self-directed learning readiness, learning attitude, and self-efficacy of nursing undergraduates. Frontiers of Nursing, 6 (4), 341-348. https://doi.org/10.2478/FON-2019-0043
  23. Mensah, J. K., Okyere, M., & Kuranchie, A. (2013). Student attitude towards mathematics and performance: Does the teacher attitude matter. Journal of Education and Practice, 4 (3), 132-139.
  24. Moon, S. (2009). Basic concepts and applications of structural equation modeling with AMOS 17.0. Hakjisa.
  25. Noh, H., & Sohn, W. (2015). The role of teacher-provided feedback on homework in student engagement and academic achievement. Journal of Education Evaluation, 28 (3), 879-902.
  26. Oh, T. (2016). For the reflective practice of math classes: Case study on the learning community of math teachers in a school. The Korea Society of Educational Studies In Mathematics, 18 (1), 105-126.
  27. O'Shea, E. A. (2003). Self-directed learning in nurse education: A review of the literature. Journal of Advanced Nursing, 43 (1), 62-70. https://doi.org/10.1046/j.1365-2648.2003.02673.x.
  28. Shin, S., & Kim, J. (2016). Investigating the structural relationship among factors affecting perceived class, perceived class, learning outcomes, and education satisfaction. Korean Association for Learner-Centered Curriculum and Instruction, 16 (11), 383-402. http://dx.doi.org/10.22251/jlcci.2016.16.11.383
  29. Shute, V. J. (2008). Focus on formative feedback. Review of Educational Research, 78 (1), 153-189. https://doi.org/10.3102/0034654307313795
  30. So, Y. (2011). Analysis of the structural relations between learners' perception on instruction, self-directed learning, learning flow, and academic achievement. The Korean Journal of Child Education, 20 (2), 19-32.
  31. Song, H., & Jung, H. (2023). The effects of math teachers' teaching ability and class activity types on learners' affective attitudes: A multilevel structural equation model. The Mathematical Education, 62 (2), 195-209. https://doi.org/10.7468/mathedu.2023.62.2.195
  32. Song, J. (2018). The role of gender in mathematics career choice, classroom engagement, and achievement: Mathematics self-efficacy, task value, and task cost as mediators. The Journal of Career Education Research, 31 (2), 1-25. https://doi.org/10.32341/JCER.2018.06.31.2.1
  33. Song, M. Y., Rim, H., Choi, H., Park, H. Y., Son, S. (2013). OECD programme for international students assessment: analyzing PISA 2012 results . Korea Institute for Curriculum and Evaluation.
  34. Wang, S., Rubie-Davies, C. M., & Meissel, K. (2018). A systematic review of the teacher expectation literature over the past 30 years. Educational Research and Evaluation, 24 (3-5), 124-179. https://doi.org/10.1080/13803611.2018.1548798
  35. Yi, H., & Ko, H. (2014). Gender differences in geometry of the TIMSS 8th grade mathematics based on a cognitive diagnostic modeling approach. The Korea Society of Educational Studies in Mathematics, 16 (2), 387-407.
  36. Zimmerman, B. J. (2002). Becoming a self-regulated learner: An overview. Theory into Practice, 41 (2), 64-70. https://doi.org/10.1207/s15430421tip4102_2