Article

PISA 2009 읽기와 사회경제적 배경 변인에 기반한 역경 극복 학생 특성 분석

정혜경1,, 조지민2
Hye-Kyung Jung1,, Ji-Min Cho2
Author Information & Copyright
1한국교육과정평가원 부연구위원
2한국교육과정평가원 선임연구위원
1Associate Research Fellow, Korea Institute for Curriculum and Evaluation
2Senior Research Fellow, Korea Institute for Curriculum and Evaluation
Corresponding Author : Hye-Kyung Jung, E-mail : hjung@kice.re.kr

ⓒ Copyright 2013, Korea Institute for Curriculum and Evaluation. This is an Open-Access article distributed under the terms of the Creative Commons Attribution NonCommercial-ShareAlike License (http://creativecommons.org/licenses/by-nc-sa/4.0) which permits unrestricted non-commercial use, distribution, and reproduction in any medium, provided the original work is properly cited.

Received: Jan 1, 2013 ; Revised: Feb 4, 2013 ; Accepted: Feb 22, 2013

Published Online: Mar 31, 2013

요약

본 연구는 만 15세 학생에 대한 읽기, 수학, 과학적 소양을 측정하는 PISA 연구 자료에 기반하여, PISA 표집의 하위 집단인 고등학교 1학년 학생들을 대상으로 국가수준 학업성취도 자료와 연계ㆍ심층 분석하였다. PISA의 경제ㆍ사회ㆍ문화적 지위 지수(ESCS)를 활용하여 학생의 사회경제적 지위가 낮은 학생들 중에서 어려운 역경 속에서도 읽기 영역에서 높은 성취를 보이는 학생 집단의 변인 특성을 파악함으로써 공교육에서 사회 불평등을 감소할 수 있는 교육정책 및 프로그램 개선 방안을 제시하는 데 시사점을 얻고자 하였다. 분석결과, 첫째, ESCS 지수가 낮은 학생 중에서도 역경을 극복하고 높은 성취를 보이는 학생 집단(역경 극복 집단)이 ESCS 지수도 낮고 학업성취도에서도 하위 25%에 있는 학생 집단(취약 집단)에 비해 방과후학교 참여가 높았으며, 메타인지(요약, 이해 및 기억) 전략 및 읽기 즐거움 지수가 높게 나타났다. 둘째, 역경 극복 집단을 ESCS 지수도 높으면서 성취도도 우수한 집단과 비교한 결과, 학원 강의 및 과외 수혜, 가정에서의 정보통신 활용 가능성 정도, 읽기 다양성, 가정의 읽기 자원에서 역경 극복 집단이 상대적으로 낮은 참여를 보이는 것으로 나타났다.

ABSTRACT

This study conducted an in-depth study focusing on 10th graders in high school using PISA(Programme for International Student Assessment) data in connection with NAEA(National Assessment of Educational Achievement). In particular, the study classified students into three groups based on economic, social and cultural status (ESCS) in PISA, and examined which educational context variables were more likely to differentiate these student groups: 1) resilient students defined as students who succeeded at school despite a disadvantaged background, 2) at-risk students who underperformed at school and came from disadvantaged family backgrounds, and 3) students from advantaged family backgrounds who outperformed at school. The major findings can be summarized as follows: firstly, in comparison with at-risk students, resilient students were more likely to participate in afterschool programs, used more often meta_cognitive strategies in reading such as “summarizing” and “understanding and remembering,” and the scale scores of “enjoyment of reading” among resilient students were higher than among at-risk students; secondly, when resilient students were compared with advantaged students who succeeded at school, resilient students were less likely to participate in private education, and the average scale scores were lower in ICT availability at home, students' reading resources at home, and reading diversity among resilient students than among high achievers from advantaged family backgrounds. These findings can be used as evidence in developing educational policies and programs to support students from disadvantaged family backgrounds.

Keywords: PISA; 국가수준 학업성취도; 역경 극복 집단; 사회경제적 수준; 학생 특성 변인
Keywords: PISA; Resilient Students; Socio-Economic Backgrounds; NAEA