[논문]Prediction of elementary school academic performance abilities for young children's academic abilities and preparation for learning, which the mothers and the teachers rated

Lee, Kyoung-Jin; Park, Ji-Hee

doi:10.17703/ijact.2021.9.1.136

[국내논문] Prediction of elementary school academic performance abilities for young children's academic abilities and preparation for learning, which the mothers and the teachers rated 원문보기

The International journal of advanced culture technology, v.9 no.1, 2021년, pp.136 - 142

Lee, Kyoung-Jin (Dept. of Early Childhood Education, Chungang Univ.) , Park, Ji-Hee (Dept. of Child-care and Education, Masan Univ.)

Abstract ▼ AI-Helper

This study was conducted by researchers to compare the differences between the ratings of mothers and teachers on young children's academic ability and learning ability, and to confirm their influence on elementary school academic performance ability. This study was conducted using data from the 7th year(2 014) and 10th year(2017) of the panel study on Korean children. The analysis data were individual basic background, academic ability, preparation for learning, and academic performance ability. 600 children were used for the study. We suggests that close interaction and cooperation between mother and teacher are necessary to support young children's academic ability and learning preparation.

주제어

표/그림 (4)

표 Table 1. Individual background of the analyzed subject (N=600)
표 Table 2. Statistics of mother and teacher ratings by variable and verification of differences (N=600)
표 Table 3. Correlation between early childhood of academic ability, preparation for learning and elementary academic performance ability (N=600)
표 Table 4. Prediction of academic ability and preparation for learning in early childhood and academic performance ability in later childhood (N=600)

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문제 정의

In this study, researchers try to compare whether there is a difference between the ratings of the mothers and the teachers on the academic ability and learning ability in young children. Next, researchers would like to examine the degree of prediction of the young child's academic ability and learning preparation, which were rated by the mothers and the teachers, on the academic performance of elementary school.

제안 방법

Descriptive statistical analysis was performed for each variable used in the analysis of this study to confirm the distribution and basic statistics. Looking at each variable, it can be confirmed that it is a normal distribution.
In this study, the correspondence sample t-test was used to compare the differences in the academic ability and learning preparation of young children rated by mothers and teachers, respectively. Also, hierarchical regression analysis was used.
The academic performance of elementary school children used in this study was a tool that was revised and supplemented by the panel of Korean children researchers on the scale used by Lee and her colleagues (2010)[10]. It was conducted in which the homeroom teacher responded to 3 questions in Korean language , 4 questions in mathematics, 1 question in science, 1 question in social studies, 3 questions in arts and sports, and 1 question in overall academic performance.
The early childhood academic ability used in this study is a tool modified and supplemented by the panel of Korean children’s researchers translated 『NICHD study of Early Child Care and Youth Development (SECCYD) Phase II Data Collection Instruments: 54 months』. This tool consisted of 13 questions for language and literacy abilities and 15 questions for mathematics abilities.

대상 데이터

Only subjects with scores for all items were used. 600 children were used for the study. Based on the 7th year survey, the average month of the study subjects were 75.
Each of these periods was the period immediately before the child under investigation was enrolled in elementary school and in the third year of elementary school. The data used in this study was downloaded from the panel of the Korean children’s website in December 2020. The analysis data were individual basic background, academic ability, preparation for learning, and academic performance ability.
kr/panel) from Korea Institute of Child Care and Education(KICCE). This study used data from 2014 and 2017 among the longitudinal research data conducted by the panel study on Korean children. Each of these periods was the period immediately before the child under investigation was enrolled in elementary school and in the third year of elementary school.
This study was conducted using data from the 7th year (2014 year’s survey) and 10th year (2017 year’s survey) of the Panel Study on Korean Children(panel.kicce.re.kr/panel) from Korea Institute of Child Care and Education(KICCE). This study used data from 2014 and 2017 among the longitudinal research data conducted by the panel study on Korean children.

데이터처리

A hierarchical regression analysis was conducted to examine the predictive power of elementary school performance in early childhood academic ability and learning preparation. In the first step model, scores for each sub-factor of early childhood academic ability were inserted.

성능/효과

First, there was a significant difference in the rating of the mothers and the teachers about language/literacy and mathematics abilities among young children's academic abilities. Among the teachers' rating average scores, language/literacy and mathematics were high.
The relationship between social emotion and academic performance was not statistically significant. In the rating performed by the teachers, it was found that social emotion, learning attitude, communication, and cognitive development, which were the sub-variables of early childhood learning preparation, had a positive correlation with elementary school academic performance. The detailed analysis contents are shown in Table 3 below.
Second, in the predictive power of elementary school academic performance, the mothers showed higher explanatory power than the teachers. When examining the predictive power of elementary school academic performance, the mother's rating was 5.

후속연구

In addition, it is meaningful that the longitudinal influence on elementary school academic performance was examined based on the ratings of academic ability and preparation for learning in early childhood. Afterwards, additional studies focusing on individual variables need to be conducted.

참고문헌 (10)

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상세보기
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상세보기
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상세보기
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상세보기
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