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초등학생 수학 학업성취 수준별 코로나19 시기 학습 경험 및 인지적·정서적·사회적 요인 개인차 분석
이효덕 ( Hyo-duk Lee ),임수현 ( Soo-hyun Im ) 한국초등교육학회 2022 초등교육연구 Vol.35 No.4
The current study analyzed elementary students’ learning experiences of in-person and remote classes over the past three years during the COVID-19 pandemic and the relationship between cognitive, affective, and social factors and mathematical achievement and their individual differences. Right before the summer break of the 2022 academic year, we conducted a survey on self-regulated learning ability, achievement emotions, and social support and a mathematical achievement test with a sample of 196 sixth graders from the two elementary schools located in Seoul. First, the result showed that most students responded that in-person classes are more beneficial for their math learning than remote-classes. Second, more than half of the students responded that their mathematics proficiency would be better than they have now if they had not experienced the COVID-19 pandemic. Third, among the cognitive, affective, and social factors, the affective factor, specifically the achievement emotion exhibited the highest correlation with mathematical achievement and it differed by individuals’ level of mathematical achievement. Taken together, these findings suggest that in-person classes is an important contributor to academic achievement. Moreover, they suggest that more attention and support to the affective factors like achievement emotions are necessary for enhancing students’ academic achievement.
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