(A) study on performance of economics graduate students, Korea University : who is a good human capital in graduate school?

김경현 Graduate School, Korea University 2010 국내석사

The purpose of this investigation is to do determine a prediction model for selecting graduate students in economics area. Although economic graduate course in South Korea is similar to the one in Britain and the United States, little attention has been given to examine a student performance. Athey, Katz, Krueger, Levitt and Poterba(2007), who studied a research on economics graduate school of the United States, even said that economists devote considerable effort to graduate students education but have conducted relatively little research on the determinants of student performance or placement in the job market. As the authors' opinion, a study on performance of graduate students should be an important and urgent problem. But this paper is not concerned here with the determinants of student performance in labor market, the study will be supplemented by previous studied in section Ⅱ. The main objectives of this study were : firstly, to do a study on human capital in economics, secondly, to do a study on a group of the highest education level, and thirdly, to do a prediction on graduate students performance using pre-admission data of applicants. By analyzing this paper, we examine the sequentiality between economics required subjects of undergraduate and graduate course. And the paper can be concerned with what factors have an effect on economic graduate performance. It is important for selection process of pre-admission to cultivate outstanding scholars in graduate school. Hence, the results are expected to help screening graduate students in admissions committee.

Confucianism and its cultural impacts : a comparative study on middle school bullying between China and Japan

Yunbo Bai Graduate School, Yonsei University 2021 국내석사

School bullying has become a social problem all over the world. In recent years, the problem of bullying in middle schools in China has become more and more serious, and the severity of its consequences has attracted the attention of the Chinese government. In the 21st century, Japan is also one of the countries with serious school bullying problems. According to the theory of social ecological system, we can infer that the participants of school bullying are affected by various surrounding environmental factors. As a macro environmental factor, the culture in society has a subtle influence on students' cognition. As we all know, China and Japan are very close geographically and have conducted many cultural exchanges since ancient times. There are cultural similarities between the two countries, especially, the Confucian culture. So does this mean that the reason for the similar behavior of middle school’s bullying in China and Japan is that they are influenced by the similar Confucian culture? Therefore, this paper will take the participants of bullying on middle schools in China and Japan as the research objects, and mainly analyze the cultural reasons of middle school’s bullying in both countries. Comparative research methods, case analysis methods, literature research methods and qualitative research methods are the main research methods used in this article. The second chapter of the thesis first introduces the differences between Chinese and Japanese Confucian cultures, especially in four aspects: shame culture, harmonious culture, collectivism and family culture. At the same time, it introduces the new development of these four cultures in the two countries and the impacts on the current Chinese and Japanese society. The third chapter of the thesis lists cases of bullying in middle schools in China and Japan, and carefully analyzes the psychology of the participants. It is found that although the behaviors of bullying participants in Chinese and Japanese schools are similar, they have different starting points. Therefore, the fourth chapter further analyzes the psychological factors of the three roles in the phenomenon of school bullying in China and Japan, as well as the social and cultural reasons that affect the psychological factors. Through comparative research methods, it is found that the different Confucian cultures in Chinese and Japanese societies have different impacts on the psychology. Although these factors are derived from traditional Confucian culture, they already have had special new developments in China and Japan. Therefore, this article concludes that although the phenomenon of school bullying in China and Japan seems to be the same, the Confucian culture of China and Japan has had impacts on school bullying in China and Japan respectively. Exploring the cultural background of school bullying in China and Japan can enable us to better understand the causes of school bullying and provide some ideas for the future countermeasures of school bullying in the two countries. It has important reference value for the further prevention of school bullying. At the same time, although Confucian culture has its meaning as a traditional culture, it still requires us that in the future China and Japan should constantly reflect on traditional culture, adjusting the traditional culture to new social needs, and better guide people's lives at the level of consciousness.

Creating and applying process writing activity using multimedia and digital device for elementary school overachievers

정해나 Graduate School, Yonsei University 2019 국내석사

세계화, 국제화 같은 현상을 거점으로 입시와 취업에서 영어점수를 빼놓을 수 없기에 한국교육에서 영어교육은 매우 중요하게 여겨진다. 특히, 대학수학능력시험에서의 영어영역은 대학입시에서 등급의 반영 비율이 높은 과목으로 수험생들의 부담이 크다고 한다. 이러한 현상은 학생들 사이의 경쟁심을 초래하였으며, 교육과정의 범위와 수준을 넘는 과잉학습을 유발시키고, 나아가 학생들간의 영어실력의 격차를 더 별러 놓는 문제점들을 야기시켰다. 초등학교에서부터 영어실력의 격차가 벌어짐으로써 각각의 학생들의 영어실력과 영어학습에 대한 동기와 흥미를 향상 시키기에 적합한 정규영어수업을 운영하기가 어려워졌다. 이러한 문제는 학생들이 더욱더 영어사교육에 의존하게 만들고 있다. 본 연구의 목적은 교육부에서 지정한 영어교과과정보다 영어실력이 월등한 초등학교 학습과진아들을 위한 영어쓰기 활동을 개발하고 적용하여, 이러한 영어쓰기활동이 학습과진아들의 학습동기, 자기효능감에 긍정적인 영향을 미치는지를 알아보는데 있다. 또한 쓰기 활동에 멀티미디어와 디지털 기기의 활용하여 정규영어수업 안에서도 개인별 학습이 가능하였는지를 알아보았다. 본 연구에 참여한 연구대상은 서울의 한 사립초등학교에 재학 중이었던 45명의 4학년 학생들이었으며, 이들은 학교에서 실행된 영어시험에서 교육부에서 지정한 영어교과과정보다 영어실력이 월등하다고 평가된 학생들이었다. 정규 영어교과서에 있는 내용을 토대로 태블릿 컴퓨터, 구글문서, 에드모도, 그리고 인터넷을 사용한 과정중심쓰기 활동을 만들고 이를 정규 영어수업시간에 시행하였다. 연구도구로서는 쓰기활동 사전, 사후 설문지, 학생들과의 인터뷰, 교사활동일지, 그리고 학생들의 쓰기활동내용이 사용되었다. 본 연구의 결과, 첫 번째, 학생들에게 익숙한 멀티미디어와 디지털 기기를 활용한 쓰기활동이 학습과진아들의 영어학습동기를 향상 시켰음을 확인 할 수 있었다. 두 번째로, 과정중심쓰기활동과 긍정적인 동료평가로 인해 학생들의 영어 자기효능감이 향상됨을 볼 수 있었다. 세 번째로, 학생들이 직접 멀티미디어와 디지털 기기를 사용하는 쓰기활동이 학생들의 수업참여도를 높이는 것을 확인할 수 있었다. 네번째로, 멀티미디어와 디지털 기기의 활용은 평소 교과서에서는 접할 수 없는 다양한 방법들로 학생들이 필요로 하는 자료와 정보를 보는 것을 가능하게 하며, 즉각적으로 원하는 답을 직접 찾아낼 수 있게 하였다. 나아가 학생들이 자신에게 적합한 속도로 쓰기 활동을 진행할 수 있게 해주는 점등이 정규수업 활동 안에서도 개별학습을 가능하게 하는 것을 볼 수 있었다. 다섯번째로, 멀티미디어와 디지털 기기를 활용한 수업에서 기계의 기능에 문제가 생겨 학생들의 학습에 방해가 되지 않도록 수업 전 기계들을 확인하고, 문제가 일어날 시에 신속하게 문제를 해결해야 한다는 점을 알 수 있었다. 교육부에서 지정한 영어교과과정보다 영어실력이 월등한 초등학교 학습과진아들을 위해 정규영어수업을 통해 보다 더 영어학습에 대한 동기와 자기 효능감을 높여주고, 학생들의 영어실력의 격차가 큰 학급 안에서 조금 더 개별적인 영어학습의 기회를 높여주기 위하여 다음과 같이 제언하고자 한다. 교사는 학생들에게 친숙하고 흥미로운 멀티미디어와 디지털 기기를 학생들이 직접 사용할 수 있는, 정규 영어교과서의 내용과 연결 된 영어쓰기 활동을 만들어 수업에 적용시켜 볼 가치가 있다. 또한 멀티미디어, 디지털 기기 그리고 과정중심쓰기활동은 개개인의 학생이 본인에게 적합한 속도로 활동을 진행하여 정규영어수업 안에서도 개별학습을 유발시킴으로 영어실력의 차이가 나는 학생들을 대상으로 수업을 설계하고 진행할 경우, 이러한 지도 방법을 고려해볼 필요가 있다. The present study attempted to create and apply process writing activity using multimedia and digital device for elementary school overachievers, which can be used in regular English classes in schools. Forty-five fourth grade overachievers from a private school participated in this study. The study was conducted during the regular English classes. Many students’ English proficiency level proved to be more advanced than the national English curriculum standard which is set by the Korean Ministry of Education. This is namely caused by the prerequisite English education that students receive before starting official English classes in elementary schools. This caused problem for elementary school teachers to design and conduct English lessons for overachievers whose English proficiency level is higher than the national English curriculum standard. Thus, elementary school overachievers and parents feel that elementary school English class is not sufficient, and feel more needs for private English education to improve English skills and motivation for learning English. Moreover, elementary school teachers and researchers pointed out the importance of English writing skills and argued that national English curriculum and textbooks lack writing practice in comparison to other areas of English. Thus, the current study attempted to create and apply the process writing activity based on the national English textbook which can be conducted in regular English class in elementary schools for overachievers. Furthermore, as many studies showed the effectiveness of individualized learning and a rise in motivation when multimedia and digital devices are used in education, the tablet computers, Google Docs, Edmodo and internet were integrated into the process writing activity so the students could complete the activity according to their own learning pace. The study employed pre-writing activity and post-writing activity surveys, student interviews, teacher’s log, and students’ in-class work to observe the result of the writing activity. The researcher focused especially on affective domain such as motivation, self-efficacy, and students’ individualized learning experience. The study’s result showed positive outcomes of the rise in motivation and self-efficacy, and participation among the participants. In addition, the students’ work displayed the individualized learning experience due to the use of tablet computers, Google Docs and internet. The result of the current study showed that a process writing activity using the tablet computers, Google Docs, Edmodo and internet should be recommended for elementary school overachievers whose English abilities are superior to the national curriculum standards and find regular English class not motivating. Moreover, the study can be served as a practical guideline for designing and applying English lessons that can be more suitable for overachievers in a regular school class where students’ English proficiency level all varies.

(The) effects of school-related gender-based violence on students' absenteeism in primary schools in Southern and Eastern Africa

이소라 Graduate School of International Studies, Korea Un 2019 국내석사

This study examines the relationship between school-related gender-based violence (SRGBV) and students’ absenteeism in primary schools in 14 Southern and Eastern African countries. Gender-based violence (GBV) in school severely jeopardizes the student’s health and reduces educational outcomes. In sub-Saharan Africa, gender-based violence in school is more problematic due to the deeply ingrained gender inequality. To investigate the relationship between SRGBV and absenteeism, this study employs multivariate regression and a large cross-country dataset, the third round of Southern and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ) data. Results indicate that school-related gender-based violence with teachers as perpetrators increases student absence rates in primary schools, especially for sexual harassment, while there is no correlation between pupils’ violence and students’ absenteeism. GBV adversely affects the whole school environment by inhibiting direct and indirect victims’ learning. Furthermore, GBV is rooted in power relation, which is more powerful for teacher-to-pupil relation than pupil-to-pupil relation, and punishment for the teacher’s perpetration in too light in sub-Saharan Africa. Although this research is not without limitations, it does imply that stronger law enforcement on perpetrators, protection of victims, and enhanced teacher training are needed in order to ensure safe school environments.

Effects of parent involvement on students' academic performance in Fiji

Vuniani Nakatabula Vasu Graduate School of Government, Business, and Entre 2021 국내석사

연구는 피지의 Vanuabalavu에 있는 Adi Maopa 중학교에서 중학생들의 학업성취에 부모의 개임이 미치는 영향을 탐구했다. 연령, 형제 자매 수, 학력, 가계 소득, 부모의 취업 상태와 같은 부모의 사회경제적 요인과 학생의 학업 성취도 사이의 관계를 연구하였다. 또한 성별 및 영어 능력과 같은 학생 요소에 중점을 두었다. 이와 함께 부모의 관여(양육, 학교와의 소통, 가정에서의 학습, 지역사회와의 협업)의 일부 측면과 학생들의 학업성취도와의 관계에도 초점을 맞췄다. 연구 샘플은 Adi Maopa 중학교에 재학 중인 학생 100명으로 구성되었으며, 이 학생들을 관찰하기 위해 학생과 학부모 100명을 대상으로 설문조사를 실시했다. 데이터 수집을 위해 학생과 학부모 모두에게 두 세트의 서로 다른 설문지가 제공되었으며, 데이터는 빈도, 카이-제곱, 상관 관계 및 로지스틱 회귀를 통해 분석되었다. 이 연구는 부모 연령, 교육 수준, 고용 상태와 같은 요인이 부모에게 영향을 미치는 것처럼 보였더라도 모든 부모의 사회학적 요소와 학생 요소가 더 나은 학업 성취도를 예측한다는 것을 밝혀내지 못했다. 하지만, 이 연구는 부모들의 참여와 학생들의 학업 성취 사이의 강한 연관성을 보여주었다. 이 연구는 정부가 정책 개혁을 통해 부모들의 참여를 강화하고 부모들의 개입을 개선하기 위한 워크숍을 구성할 것을 권고하고 있다. 학부모들에게, 야간 통행금지를 설정하고, 밖에서 노는 아이들의 시간, TV 시청 시간, 휴대전화 사용 시간, 컴퓨터 사용 시간을 감시하고, 출석률을 감시하고, 취침시간을 통제하고, 학교 규율과 규칙을 지원하는 것이 적극 권장된다. 이와 함께 학교 행정부는 학부모 참여를 막는 장벽(근무 시간에 학부모-교사 회의를 조직하고, 학부모에게 충분한 신뢰를 주지 않는 등)을 제거하고 투명하게 학교 자금을 관리하고 교내 문제에 대해 우려를 표하는 학부모를 따뜻하게 환영해야 한다. 이것은 부모들이 그들의 자녀 교육에 관여할 모든 권리를 가지고 있다는 것을 알게 할 것이다. 다른 하나는 학교장이 학교 프로그램과 진도에 대해 학교-가정 간, 가정-학교 간 의사소통 방법의 질적이고 효과적 활용을 보장해야 한다는 점이다. 또한 지방정부는 학교, 학부모, 지역사회가 긍정적인 소통의 기회를 더 많이 만들어야 한다. 대부분의 권고안은 학부모와의 워크숍 실시를 요구하기 때문에, 중앙정부는 각 학년 내에 학교장이 학부모에게 제공해야 하는 학부모 참여 형식에 대한 커리큘럼을 설계해야 한다는 의견이 높다. 이를 통해 학부모 대다수가 자녀 학업성취도에서 자신의 역할과 책임을 이해할 수 있게 된다. This research explored the effects of parental involvement on secondary school students’ academic achievement at Adi Maopa Secondary School in Vanuabalavu, Fiji. The relationship between parents’ socio-economic factors such as age, number of siblings, education level, household income and parent’s employment status and students’ academic achievement has been studied. Also it focused on student factors such as gender, English proficiency, attitude and term 1 exam result. Together with this, the study also concentrated on the relationship between some aspects of parental involvement (parenting, communicating with the school, learning at home, collaborating with the community) and students’ academic performance. The study sample consisted of 100 students attending Adi Maopa Secondary school and to observe these students, the survey was carried out to the 100 students themselves and their parents. Two sets of different questionnaire were given to both students and parents for the collection of data which were then analyzed through frequencies, chi-square, correlations and Logistic regression. This study did not reveal that all parents’ socio-demographic factors and student factors predict better academic achievement even if a factor like parent’s age, education level employment status, student’s attitude and student’s early exam result seemed to have an impact on them. However, the study revealed a strong connection between parental involvement and students’ academic achievement. The study recommends that the government strengthens parents’ involvement through policy reforms and organizes workshops to improve parental involvement. For parents, it is highly suggested to set curfews, monitor the children time of playing outside, TV watching hours, phones, computer; monitor attendance; control children bedtime and support the school discipline plan and rules. Together with this, schools’ administrations must try to eliminate barriers that prevent parental involvement, (organizing parents-teachers’ meetings at working hours, not giving enough credit or consideration to parents…), manage transparently the schools’ funds and warmly welcome parents who show concerns about the school matters. This will let parents know that they have all the rights to be involved the education of their children. The other one is that school heads must ensure to utilise quality and effective communication methods from school-to-home and from home-to-school about school programs and progress.Also the local government, must create more opportunities for positive communication among the school, parents, and community. Since most recommendations requires workshops to parents, therefore it is highly suggested that the central government must design a curriculum on parent involvement types that needs to be addressed by school heads to parents within each academic year. This will allow majority of the parents to understand their roles and responsibilities in their children academic performance.

Individual Learners' Attitude, Motivation and Listening Proficiency in Secondary EFL Classroom in Korea

최갑균 Graduate School of Education, Sogang University 2002 국내석사

본 연구는 한국 중·고등학생들의 영어학습에 대한 태도와 동기와 듣기 능력 사이에 관계를 분석하는 데 목적이 있다. 본 연구에서 규명되어야 할 연구문제는 아래와 같다. 1. 한국 중·고등학교 영어학습자들의 영어학습동기는 어떤 요인들이 있는가 2. 중·고등학교에서 성별과 학년들 사이에 미국인에 대한 태도와 영어학습태도에는 각각 의미 있는 차이가 있는가 3. 태도와 동기 수준과 듣기 능력 점수사이에 각각 의미 있는 차이가 있는가 4. 태도와 동기 요인 과 듣기 능력 점수 사이에는 어떤 관계가 있는가 본 연구는 경기도 지역에 있는 중·고등학생 717명을 대상으로 하였다. 본 연구를 위하여 사용된 도구는 설문지와 영어듣기 평가였다. 설문지는 Gardner, R.C.와 Lambert, W.E. (1972)의 “Attitude and Motivation Test Battery"에서 인용하여 Lee (1996a)와 Do¨rnyei (1990)가 발전시킨 설문지이고, 듣기 능력 평가는 전국 15개 시·도 교육청이 연합으로 실시하는 듣기 평가 문제를 활용하였다. 표집 된 자료는 SPSSWIN 프로그램을 이용하여 분석하였으며 t 검증, 상관분석, 요인분석을 하였다. 분석된 결과는 아래와 같다 : 1. 이 특수한 상황에서 6개의 동기 동인이 추출되었고 그들은 내적 동기, 중요성, 통합적 동기, 외적동기, 의사소통 그리고 실용성이었다. 2. 한국 중·고등학교 학생들은 영어가 좋은 직업을 얻는 데 필수적이며, 영어가 세계공통어이고, 영어가 어느 분야에서나 중요하고, 영어가 필수 과목이라는 것을 믿고 있으며, 이것은 한국 중·고등학생들은 영어의 중요성을 충분히 인식하고 있다는 것을 의미한다. 3. 동기성향 가운데 중·고등학교에게 듣기 능력 점수와 높은 상관이 있는 공통된 항목은 ‘영어를 좋아한다’는 항목이고, 중학교 1·2학년 학생들은 ‘영어의 중요성’이, 고등학교 1·2학년 학생들은 ‘친구를 사귀기 위해서’와 ‘영어를 좋아하기 때문’이라는 항목이 듣기 능력과 높은 상관이 있었다. 4. 대체로 중학교 1학년 학생들은 내적 동기와 중요성과 관련하여, 중학교 2학년 학생들은 내적 동기, 중요성, 외적동기, 의사소통 과 실용성과 관련하여 영어 공부를 한다. 반면에, 고등학교 1학년 학생들은 의사소통과 관련하여, 고등학교 2학년 학생들은 중요성과 실용성과 관련하여 영어공부를 한다. 5. 미국인에 대한 태도와 영어학습에 대한 태도는 여학생이 남학생보다 더 긍정적인 태도를 보여주었다. 6. 학년사이에 미국인과 영어학습에 대한 태도에 큰 차이를 나타내었고 특히 중학교 1학년 학생들은 현격한 차이를 나타내었으며 미국인과 영어학습에 대하여 호의적인 태도를 가지고 있다. 7. 영어 듣기능력의 상·하 집단에 따른 영어학습에 대한 태도는 상·하 집단사이에 커다란 차이가 있었다. 8. 동기와 태도 변인들은 듣기능력과 의미 있는 상관관계가 있으며 영어학습에 대한 긍정적인 태도를 가진 학생들이 또한 동시에 영어학습에 대한 부정적인 태도를 가지고 있다. 9. 듣기 능력과 가장 밀접한 관계를 가지고 있는 변인은 영어학습태도이고 그 다음으로는 영어학습 동기이고 미국인에 대한 태도는 거의 상관관계가 없었다. 다시 말하면, 영어학습에 대한 태도가 가장 중요하였다. 10. 중학교 학생들이 고등학생들보다 동기요인과 듣기 능력 사이에 더 높은 상관이 있다. 여학생들이 남학생들보다 동기요인과 듣기능력사이에 더 높은 상관이 있다. 동기요인과 듣기능력사이에 상관관계가 있는 순서는 내적 동기요인, 중요성요인, 실용성요인, 의사소통요인, 통합적요인 순서이다. The object of this study is to analyze the relation of individual Learners' Attitude, Motivation and Listening Proficiency in Secondary EFL Classroom in Korea. The research questions investigated in this study are as follows: 1. what factors affect in learning English motivation of learners in secondary school? 2. Is there any significant difference in the attitude toward American and learning English between gender, and among grades in secondary school? 3. Is there any significant difference between the level of attitude/motivation and the score of a listening proficiency test? 4. Is there a relationship between attitude/motivation factors and the score of a listening proficiency test? Subjects in this study were 717 students of secondary school in Kyonggi Province area. The instruments used for this study were a questionnaire and an English listening proficiency test. The former was one adapted from “Attitude and Motivation Test Battery" (Lambert, W.E. and Gardner, R.C. 1972) and developed by Lee (1996a) and D?rnyei (1990). The latter was an English listening proficiency test supervised by National 15 municipal and provincial Board of Education in Korea. The collected data was analyzed through SPSSWIN program. The statistical tests used for the analysis were t-test, correlation analysis, and factor analysis. From the analysis, the following conclusions could be drawn: 1. The study shows that six motivational orientation factors were retained in this particular context and they were intrinsic motivation, importance, integrative motivation, extrinsic motivation, communication, and practicality. 2. Korean secondary school students believe that English is essential to get a good job, English is the world common language, English is important in any field, and English is a required subject. This means that Korean secondary school students are fully aware of the importance of English. 3. Among motivational orientations, the common items that are highly correlated with the score of listening proficiency for secondary school students are liking English; for the first and second middle school students is the importance of English; for the first and second high school students are making friends and liking English. 4. Wholly the first year middle school students study English related with intrinsic motivation and importance and the second year middle school students study English related with intrinsic motivation, importance, extrinsic motivation, communication, and practicality. On the other hand, the first year high school students study English related with communication and the second year high school students study English related with importance and practicality. 5. The female students have more a positive attitude than the male counterparts toward American and learning English. 6. There was a significant difference between grades, especially the first year middle school students show a striking difference. The first year middle school students have a favorable attitude toward American and learning English. 7. There was the greatest difference in the attitude toward learning English between the high and low level group according to the high and low level of score of listening proficiency test. 8. Motivational and attitudinal variables have significant correlations with the score of listening proficiency, and the students who have positive attitude toward learning English also have a negative attitude toward learning English at the same time. 9. The variable that has the closest relationship with listening proficiency is the attitude toward learning English, and the next variable is the learning English motivation, and the attitude toward American have few significant correlations with listening proficiency. That is to say, it shows that the positive attitude toward learning is very important. 10. The middle school students have higher levels of correlation between motivation factors and listening proficiency than the high school students. The female students have higher levels of correlation between motivation factors and listening proficiency than the male students. The order of the correlation levels between motivation factors and listening proficiency showed intrinsic motivation factor is the highest correlation level and follows importance factor, practicality factor, communication factor, and integrative factor.

Factors affecting absenteeism of female students in public secondary school in province-2 of Nepal

Raju Prasad Sah Graduate School of Government, Business, and Entre 2019 국내석사

본 연구의 목적은 네팔 province-2 지역에 소재하는 공립중등학교 여학생들의 부등교(결석)에 영향을 미치는 원인에 대하여 조사연구 방법을 통하여 분석하고, 드러난 문제점을 해결하기 위한 방안을 모색하는 것이다. 개발도상국의 학교에서 학생들, 특히 여학생들의 부등교 및 중도탈락은 학교교육 정책에 관련된 중요한 이슈다. 네팔의 경우 다양한 원인에 의하여 여학생들의 학교출석 비율이 낮은 수준에 머물고 있으며, 이를 해결하기 위한 중앙정부 차원의 다각적인 노력이 이루어지고 있으나 실효성이 떨어지고 있다. 따라서 지역사회 및 학교, 학생 특성에 기인하는 학생결석 원인을 면밀히 분석하여 교육정책 수립 및 집행에 반영하는 것이 무엇보다 중요하다. 본 연구는 네팔 province-2의 Bara 와 Parsa 지역에 소재는 3개 공립중등학교에 재학 중인 여학생 120명(9-10학년, 나이는 11-19세, 생활가족수는 4-32명)을 대상으로 설문조사를 통하여 설정한 연구문제를 해결하고자 하였다. 설문조사는 현지에서 직접 조사형태로 이루어졌고, 수집된 데이터는 SPSS프로그램을 통해 기술통계 결과를 분석하였다. 조사결과를 요약하면 다음과 같다. 월경, 계절적 영향, 가족구조, 과제수행 등의 어려움이 여학생들의 결석률에 영향을 미치고 있는 것으로 나타났다. 그 외에도 다양한 변인들이 학교결석률에 영향을 미치고 있지만 앞의 변인들에서 특히 유의한 차이가 발견되었다. 본 연구 결과는 향후 네팔에서 지방교육의 교육환경 및 복지시스템 개선에 필요한 시사점을 제공할 것이다. There are several factors which affect regular presence of female students in school in developing countries. Lower attendance rate is seen as one of the vital hindrance in academic achievement; therefore it is suggested that the female students’ regularity is the direct indicator for the better academic result.The federal government has launched many programs to increase student’s enrollment and keep them regular at school. Some special programs are launched for economically weak and Dalit girls to maintain their regularity to school. The provincial government of province-2 is focusing on “Save girls and Educate girls” special program for female students’ empowerment, but the status of female students are not as better as expected. The female students in public secondary school are found more frequently being absent in comparison to male students. To find out what are the responsible factors causing frequent absenteeism in female students in public secondary school in province-2 of Nepal, a survey was conducted in Bara and Parsa districts out of eight districts of province-2. Data for this study was collected via personal interview of 120 students from the 9th-10th grades of 3 different schools from Bara and Parsa districts of province-2. As the focus point of this study was female students’ absenteeism, all the respondents, i.e. 69 and 51 girl students were from grade 9 and 10 respectively. The questionnaire including quantitative and qualitative questions were given to respondents and discussed to collect their response on demographic factors which had included number of siblings, education level and occupation of parents; physiological factor included menstruation; family and school related factors included parental dispute, household works, family functions, misbehavior of classmates and teachers, perception about school and incomplete homework and natural and geographical factors included seasonal effect and distance of school from residence of students. A descriptive analytical study of data collected by the survey showed that menstruation; seasonal effect; functions at home and incomplete homework had significant relation with absenteeism as they were responsible to increase absenteeism, Whereas, number of siblings, parents’ education and occupation, parental dispute, household activities and distance of school from residence, misbehavior by classmates and teachers had no relation with absenteeism. Female students’ absenteeism is seen as a critical problem in the public secondary school ofprovince-2 of Nepal which has direct relation to one’s academic performance. The students, who miss their classes often, are becoming poor performer which is causing not to attend school again as a vicious cycle.

Political socialization of middle school students in North Korea : a focus on the personality cult of leaders

Lee, Sharllen O Graduate School, Korea University 2015 국내석사

This thesis analyzes the political socialization of North Korean middle school students, including the middle school education system and its curriculum, based on the personality cult (or idolization) of North Korean leaders. This study is the first to examine political socialization at the North Korean middle school level. The thesis assumes that the personality cult in middle schools is important, as the middle school education of North Korean teens becomes the basis for their political orientations as adults. The personality cult of North Korean leaders is analyzed through political socialization and a curriculum designed to control everything being taught at the schools in all grades. Specific daily activities and curricula are designed to idolize the leader who dominates society and to induce complete loyalty in the youngsters. The majority of previous studies on North Korean middle school idolization analyzed only North Korean textbooks. Unlike previous studies, this study includes students’ idolization activities along with textbook analysis to examine the subject in a broader manner. Thus, idolization within regular school curricula and extracurricular activities is explained. This thesis is divided into three major parts: analysis view, idolization education content and idolization activities. The analysis view discusses the point of view used to analyze idolization education in middle schools. It is deemed that North Korean idolization education (in which students learn leaders’ legendary achievements and participate in diverse idolization activities)is the core of political socialization. The portion on middle school idolization education includes a detailed examination of textbook content and in-depth face-to-face interviews with North Korean defectors.

Determinants of school dropout in the rural areas from Honduras : implications for government policies

Thuman, Samir Guillermo Flores Graduate School of International Studies, Korea Un 2012 국내석사

The school dropout issue is present at all educational stages and in all countries, however the issue is more complex and significant in Less Developed Countries (LDCs) or Developing Countries where the economic conditions are not entirely favorable. In Honduras more than half of the population is located in the rural areas; setting on which most of the people are living under extreme poverty. The conditions of basic education in the rural areas are unstable; more than 70 per cent of schools are managed by one or two professors. In Honduras the educational systems share the following features: insufficient coverage of primary education, increased access to basic education, and little capacity to retain both the primary and secondary levels. Consequently, the school dropout phenomena is linked to low levels of learning the basic content taught by professors, limited access to schools, school material, qualified teachers, as well as issues like poverty and school distance; which slows the development of the skilled children´s at their early age. Its negative effects are gathered throughout the school year, affecting disproportionately the opportunities of improving their welfare and wellbeing, especially among the poorest sectors slowing the economic development of the society and the country as a whole. School dropout have a direct impact on the society which suffer consequences when students drop out from school, the costs to society in terms of lost tax revenue and the expense of government assistance programs for employment, housing, medical care, and imprisonment represent a significant percentage of the countries budget. The document focal point is the analysis of the main causes of school dropout that take place in the rural areas of Honduras; the analysis aims to identify the factors that forced students to take the decision of dropping out from school. Identifying these causes will allow the implementation of strategies that will reduce school dropout, making children’s continue and finish school; give them higher levels of education, better employment generation which symbolize higher future earnings to keep their families out of poverty and improving their living standards. The most relevant findings based on the analysis done and the data collected were that identifying and understanding the causes of school dropout and the factors that influence children to dropout from school in the rural areas from Honduras is a complex but not an unfeasible assignment; mainly because many other areas of the education system in Honduras, school dropout is subjective to and affected by a variety of personal and organizational factors. However with the theoretical review made to identify the main factors that influence on school dropout gave some valuable approach to identify the starting point of the school dropout phenomenon in the rural areas from Honduras and at the same time it gave a possible explanation which determine what will be the best solution to reduce and control school dropout.

(The) impact of socio-economic factors on dropouts from primary school in Senegal

Dame Diop Graduate School of Government, Business, and Entre 2021 국내석사

The study aimed at assessing the impact of socioeconomic factors on dropouts from primary school in Senegal. The study sample comprised of 100 respondents divided into two groups 50 parents and 50 students. Secondary data was collected through structured questionnaire and various statistical tools were applied. Descriptive statistics was used to describe frequencies and percentages of the results, Chi-square test was used to examine the significance of association and logistic regression was used to find the relationship between independent and dependent variables of the study. The information collected from respondents were based on socioeconomic and demographic characteristics (gender, age, education and income level. Marital status, farms need more people, financial support from parents, farm size, intended age of marriage, parent’s work, student’s other occupation and parents bring children to farms) and school related factors (school events attendance, class repetition, school distance and frequency of parents control at home). It was observed that farm size, parents bring children to farms, age of student, other occupation for student, intended age of marriage and parent’s work had significant relationship with school dropout. The study recommends that the provision of education is necessary to clarify and educate people on the value of education for children to have a better future; the more people understand the importance of education, the lower the number of school dropout rates as a result the environment and economy of the society is improved. Thus education should be promoted to the communities as the key factor for socio-economic development. Besides, the government and education stakeholders should provide consultation to farmers, especially those who have small plots of lands knowing that they tend to send their children to the farm because they don’t have enough income to pay the school fees. So it requires supports for them instead of keeping their children out of school to support domestic chores or farming. Additionally, the government, NGOs and civil society’s organization should widen the employment opportunities to the local communities especially for the unemployed people because as the research shows people who don’t have work, their children tend to dropout school. Moreover, the awareness programs for the community such as the mindset change against negative traditional values that were reduced the pace of education to rural people should be eliminated henceforth. The Ministry of Education needs to outline the research agenda in view of developing strategies to improve access and success within the education sector, especially as regards to basic education. Research-based methods should be developed to reduce the dropout rate, especially in high poverty and remote rural schools. The research agenda should include: - Analysis of the effectiveness of policies and practices as well as determining policy gaps - Tracking cohorts of learners at risk of dropping out - Exploring best practices at schools and ensure their replication - Developing monitoring and evaluation instruments to assess progress and impact of policy and practice. 이 연구는 세네갈의 초등학교 중퇴자에 대한 사회경제적 요인의 영향을 평가하는 것을 목표로 한다. 학부모 50명과 학생 50명으로 나뉘어진 100명의 응답자를 대상으로 연구를 진행했다. 구조화된 설문지를 통해 2차 데이터를 수집하고 다양한 통계 도구를 적용했다. 기술 통계량은 결과의 빈도와 백분율을 기술하는 데 사용되었고, 카이 제곱 검정은 연관성의 유의성을 검사하는 데 사용되었으며 로지스틱 회귀 분석은 연구의 독립 변수와 종속 변수 사이의 관계를 찾는 데 사용되었다. 응답자에게 수집한 정보는 사회경제적 요인(성별, 연령, 교육과 소득 수준, 혼인 여부, 농장의 인원 보충 여부, 부모로부터의 경제적 지원, 농장 규모, 목표 혼인 연령, 부모의 직업, 학생의 다른 직업, 그리고 학생을 농장에 데리고 가는 부모 등)과 학교 관련 요인(교내 행사 참여, 수업의 반복, 학교까지의 거리, 그리고 부모의 통제 빈도 등)을 기반으로 하였다. 농장 규모, 학생을 농장에 데리고 가는 부모, 학생의 연령, 학생의 다른 직업, 목표 혼인 연령, 그리고 부모의 직업은 학교 중퇴에 중요한 관련이 있음이 관찰되었다. 이 연구는 아이들이 더 나은 미래를 향유할 수 있도록 교육의 가치를 명확히 하고 교육하기 위해 교육의 제공이 필요하다고 권고한다. 많은 사람들이 교육의 중요성을 이해할수록, 사회의 환경과 경제가 개선되는 결과로서 학교 중퇴율이 낮아질 것이다. 그러므로 교육은 사회 경제적 발전의 핵심 요소로서 지역사회에 촉진되어야 한다. 게다가, 정부와 교육 이해당사자들은 농부들, 특히 그들의 자녀들을 농장으로 보내는 경향이 있고 소규모의 농지를 소유한 농부들에게 자문을 제공해야 하는데 학교 등록금을 지불할 충분한 소득이 없기 때문이다. 따라서 학생들이 학교 외에 집안일 혹은 농장일을 거들도록 하는 대신 그들에 대한 지원을 요청한다. 추가적으로, 정부, NGO, 그리고 시민사회단체는 실업자들의 자녀가 학교를 중퇴하는 경향이 있기 때문에 이 실업자들을 위해 지역 사회로 취업 기회를 넓혀야 한다. 게다가, 농촌에 대한 교육의 속도를 줄인 부정적인 전통적 가치에 대한 사고방식 변화와 같은 지역사회를 위한 인식 프로그램은 앞으로 사라져야 한다. 교육부는 특히 기초교육과 관련하여 교육 분야 내에서 접근성과 성공을 향상시키기 위한 전략을 개발한다는 관점에서 연구과제의 개요를 제시할 필요가 있다. 특히 고빈곤과 외딴 시골학교에서 중퇴율을 줄일 수 있는 연구 기반의 방법을 개발해야 한다. 연구 과제는 다음을 포함해야 한다. - 정책 및 실행의 효과 분석 및 정책 격차 파악 - 중퇴 위험이 있는 학습자의 집단 추적 – 학교에서의 모범 사례 탐색 및 복제 보장 - 정책 및 실행의 진행 상태와 영향을 평가하기 위한 모니터링 및 평가 도구 개발