(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.

Comparison of urban space cognitive images of middle schools' circumstance in Gangnam-gu and Nowon-gu

정호진 Graduate School, Yonsei University 2006 국내석사

본 연구의 목적은 학교 및 그 주변에 대한 학생들의 인지도 특성을 통한 공간인지 유형을 두 대상지로 나누어 분석하고, 비교 대상지간 학생들의 체험된 이미지의 차이를 도출하여 지역별 학교와 그 주변의 효과적인 개발 방안을 제시하는 것이다.본 논문에서는 강남구 대치동의 1개 중학교와 노원구 하계동의 1개 중학교를 그 대상으로 하여, Lynch(1960)의 인지도(cognitive map) 작성방법을 간략화하여 수행하였다.학생들의 공간인식은 학년의 고저에 따른 뚜렷한 변화를 나타내지 않은 채 대체로 ‘집주위 → 통학로 주변의 가로 → 학교주변 시설’ 로 확대되는 경향을 보이고 있어, 학생 각자의 생활 패턴에 크게 좌우되는 결과를 나타내고 있다.강남구 대청중학교와 노원구 중평중학교 학생들의 응답내용과 Sketch map을 바탕으로 Kevin Lynch의 5요소(District, Landmark, Path, Node, Edge)를 분석한 결과는 다음과 같다. District의 경우 강남구 대청중학교 학생들은 대청중학교, 우성아파트, 선경아파트 순으로 인지했으며, 노원구 중평중학교 학생들은 중평중학교, 중평초등학교, 건영백화점 순으로 인지하는 것으로 나타났다. Landmark의 경우 강남구 대청중학교 학생들은 양재천, 타워팰리스 순으로 인지했으며, 노원구 중평중학교 학생들은 중평중학교, 중평중학교, 브라운스톤 순으로 인지하는 것으로 나타났다. Path의 경우 강남구 대청중학교 학생들은 양재천길, 사이로길, 남부순환도로 순으로 인지했으며, 노원구 중평중학교 학생들은 중평로, 동재로, 동삼로 순으로 인지하는 것으로 나타났다. Node의 경우 강남구 대청중학교 학생들은 도곡사거리, 대치역사거리 순으로 인지했으며, 노원구 중평중학교 학생들은 동삼삼거리, 동재삼거리 순으로 인지하는 것으로 나타났다. Edge의 경우 강남구 대청중학교 학생들은 양재천을 노원구 중평중학교 학생들은 월계로를 인지하는 것으로 나타났다.혐오장소에 대한 선택의 차이는, 강남구 학생들은 방과후 대부분이 학원 및 교육시설 주변에서 시간을 소모함으로 그 공간에 대한 부정적인 인지가 지배적인데 반해, 노원구 학생들은 비교적 자유로운 방과 후 활동으로 인해 학교 주변 시설인 공원이나 놀이터, 가로 등을 혐오장소로 선택하는 것으로 판단된다.향후 학교와 그 주변시설에 대한 만족도 조사를 통해 회귀분석을 실시하여 실제 이용자들의 만족도에 영향을 끼치는 요소에 대한 파악이 이루어져 개선점을 찾아 나아가야 할 것으로 보인다. The purpose of this study is to analyze space-perception toward schools and their outskirts patterns by dividing the two target areas, and to draw up an efficient development plan for regional schools and its circumferences by deducing the differences of comparative target areas students' undergoing images.In this thesis, I chose one middle school in Gangnam-gu, Deachi-dong and one middle school in Nowon-gu, Hagye-dong for the targets, and briefly carried out cognitive map framing method.The students' space-cognitions have no definite changes in accordance with a school year, and generally show a tendency toward enlarged like this. 'neighborhood → street nearby school district → facilities close to school'. It shows that each student's can exert a major degree influence upon his/her life pattern.Be based on Daechung Mid. School in Gangnam-gu, and Jungpyong Mid. School in Nowon-gu students' answers to the queries and the Sketch map, analyzed results of Kevin Lynch's 5 elements (District, Landmark, Path, Node, Edge) are as follows. In case of district, the students of Daechung Mid. School in Gangnam-gu recognize district by this order: Daechung Mid. School, Woosung Apt. and Sungyung Apt, and the students of Jungpyong Mid. School in Nowon-gu recognize district by this order: JungPyong Mid. School, JungPyong Elem. School, Gunyung Dept. Store. In case of Landmark, the students of Daechung Mid. School in Gangnam-gu recognize landmark by this order: angje Stream, Tower Palace, and the students of Jungpyong Mid. School in Nowon-gu recognize landmark by this order: JungPyong Mid. School, JungPyong Park, and Brown Stone. In case of Path, the students of Daechung Mid. School in Gangnam-gu recognize path by this order: Yangjechun way, Sairo way, Nambu Beltway, and the students of Jungpyong Mid. School in Nowon-gu recognize path by this order: Jungpyong way, Donge way, and Dongsam way. In case of Node, the students of Daechung Mid. School in Gangnam-gu recognize node by this order: Dogok Crossroads, Daechi Station Crossroads, and the students of Jungpyong Mid. School in Nowon-gu recognize node by this order: Dongsam Three Corners, Donge Three Corners. In case of Edge, the students of Daechung Mid. School in Gangnam-gu recognize Yangje Stream as edge, and the students of Jungpyong Mid. School recognize Wolgye way as edge.The differences of selecting hatred spaces are like this. Students living in Gangnam-gu spend much time at the educational institutes and around the educational facilities. Contrary to Gangnam-gu's case, students living in Nowon-gu can spend after school hours comparatively freely, so I could estimate that's why they choose park, playground, and street nearby school as their hatred spaces.Hereafter, we must conduct schools and their outskirt satisfaction survey and do regression analysis to find betterment by grasping elements that can exert influences upon real user satisfaction.

Impact of school factor-realated incentives on Pupil's absenteeism in Ugandan public primary schools

이재익 Graduate School of International Studies, Korea Un 2018 국내석사

ABSTRACT The study is analyzing the impact of school factor-related incentives on pupil’s absenteeism in Ugandan public primary schools. Were it not for the proper understanding of the education system in Uganda, our endeavor to make progress in the quality of education in the country would be easily blocked. Even if pupil’s absenteeism in Uganda has been a critical problem with regard to the quality of public primary education, especially from the perspective of school factor-related incentives, only few studies have systematically examined its associated determinants in conjunction with school factor-related incentives. The one of the main objectives of the study is to examine the impact of school factor-related incentives; and to investigate the adequate solutions to the pupil absenteeism problem as the base of operations by utilizing dataset which is amassed by an international Non–Governmental Organization UWEZO 2012. School factor-related incentives are divided into four categories: School feeding, whether each of the sample schools has a school library, electricity, and safe-water source. By applying OLS regression using the dataset which includes randomly chosen 81,650 children and 2,279 public primary schools, this study examines how those incentives are correlated with pupil’s absenteeism in Ugandan public primary schools. As a result of estimation, the biggest and most effective way of boosting pupil’s attendance is school feeding. It is because that although Uganda has enjoyed one of the highest rates of economic growth over the last decade, 35 percent of the total Ugandan population is living below the poverty line still. Through participating in school, students also can get benefit such as improving their nourishment and a caloric intake per each day, not to mention that they more frequently come to school. Until now, the Government of Uganda haven’t implemented policy regarding providing school feeding system in their public primary schools. The Ugandan government has the tasks of implementing the policy regarding such incentives which have been shown the negative impact on pupil’s absenteeism and progressing guidelines and standards for fulfilment yet; of course, school feeding should be a top priority. Further research is required to investigate this issues in more detail. Through continued advocacy endeavour and support from communities, better education of all school children in the country can be achieved

(An) analysis of recognition characteristics and acceptance factors on locally unwanted land use : focused on special schools for the disabled

Seo, Junseok Graduate School, Yonsei University 2018 국내박사

This study was carried out with two sub-themes in the process of seeking ways to increase the local acceptance of special schools for the disabled. The first sub-theme was to analyze the subjective recognitions of the interested parties in Gayang-dong who were in conflict with each other in relation to the establishment of a special school for the disabled. The subjective recognitions of the people were analyzed using Q methodology, and were classified into four recognition types. The characteristics of each type are as follows: Type 1 is the group opposing the facility (active). This type is characterized by distrust of government, the initiative of residents and compensation claims. It strongly rejects the establishment itself of the special school for the disabled. This type has such a strong distrust of government (including the local government and the Ministry of Education) that they deny or discredit all administrative procedures in the establishment of the school, and maintain the position that local residents should take all initiatives in the establishment process, while strongly asking for economic compensation. In addition, recognizing the special school for the disabled as an abominable facility, Type 1 has the most negative recognition on the facility itself among the four types. Type 2 can be explained as consenting to the facility (neutral), while placing an emphasis on proper procedure / institutional support and the need for compensation. This type of people has little negative attitude toward the establishment of a special school for the disabled, but emphasizes the importance of following the proper procedure and system in establishing the school and thinks it necessary to make compensation to the residents from a neutral viewpoint. What is noticeable is that all of the 10 persons selected from the public officials of Education Office and the experts were classified as Type 2. This has a significant implication, in that the policy executives and expert group have a neutral position that is different from that of local residents in establishing a special school for the disabled. Type 3 can be explained with the opposition to the facility (passive) and the request for procedural/institutional supplements and compensations. Although this type opposes the establishment itself of a special school for the disabled, they have some positive opinions that the conflict can be alleviated through the process of supplementing the design plan and the use of the school, emphasizing the need for a clear system in selecting the location. This type can potentially turn into the consent group depending on how the system is supplemented, or the procedure of compensation is carried out. However, they resolutely oppose the moral approach that the special school for the disabled should be established unconditionally in the area just because it is a facility for the weak, and ask for compensation as strongly as Type 1. In that they do not want their opposing position to be known to their children and neighbors, it is a type of NIMBY tendency that has an internal discomfort with its own position. Type 4 is the group who actively consents to the facility but requests the supplementation of the procedure/system and the compensation. They have the opinion that since the special school for the disabled is a facility for the socially weak, the local residents should gain some disadvantages from its establishment, and that the conflict can be alleviated through complementing the design plan and the use of the school. However, they think it necessary to plan the establishment of the school in consideration of regional equity, and to supplement the procedure and system so that the local residents can agree to them. Through this analysis of the recognition characteristics of the four types, the following implications can be derived: First, by understanding the characteristics of the opposing groups that are classified as Types 1 and 3, we may find ways to increase the acceptance of these groups. Type 1 rejects the facility itself and denies all possibilities for alleviating the conflict. Meanwhile, Type 3 has an internal conflict, in that they oppose the facility itself but recognize that the conflict can be mitigated through a complementary process at the planning stage. They commonly think that the local residents may suffer unfairly due to the establishment of the facility, so they ask for more equitable planning so as to raise the positive recognition level of the local residents in the establishment process of the facility. In addition, both types claim the compensation procedures for the area and individual residents with a rational standard in the physical and psychological respects. Second, with the recognition characteristics of Type 2, we can understand the neutral and objective positions of the policy makers and specialists, and at the same time, their cognitive difference from local residents. The policy makers need to check their cognitive difference from the local residents and make efforts to narrow it down. Third, through the analysis of Type 4, we can see that some supplementary efforts are necessary in order to increase the acceptance even among those who consent to the establishment of the facility. This group of people is basically favorable but still thinks it necessary to raise the regional equity, to provide compensation and to complement the procedure and system so that the local residents can sufficiently consent. It seems desirable to reflect these points in the policy. The second sub-theme was to draw out the local acceptance factors related to the special school for the disabled and to analyze their influences. It is significant in that the recognitions on the special school for the disabled derived in the way of hypothesis creation through the Q methodology were analyzed to examine how they influenced the pros and cons of the school establishment. To accomplish this, 34 statements with a typicality score(Z-Score) of ± 1 or greater were selected from the Q statements, and a 7-point Likert scale was used to construct the questionnaire regarding local acceptance. The questionnaire survey was conducted on 424 residents in Seoul. The 34 statements on local acceptance were classified into factors through the factor analysis, and each factor was defined using the characteristics that can commonly explain the statements constituting each factor. As a result, 6 local acceptance factors were derived: positive recognition (on the disabled people, the facilities, the plan and the procedure), negative recognition (on the disabled people, the facilities, the plan and the procedure), collection of residents' opinions, economic rewards, economic impacts, and local equity. To analyze the influence of local acceptance factors, a structural equation model analysis was performed. As a result, the research hypothesis (H1) “The higher the positive recognition, the higher the local acceptance” turned out to be positively(+) significant, as its Beta value was 0.671(p<.001) in the parameter estimation. The hypothesis (H5) “The greater the economic impacts, the higher the local acceptance” also turned out to be positively(+) significant, as its Beta value was 0.195(p<.001) in the parameter estimation. However, with the exception of the positive recognition and the economic impacts, no other statistically significant results could be obtained. The relation between the negative recognition and the local acceptance turned out to be statistically insignificant, as its Beta value was -0.183(p>.05). The relation between the collection of residents' opinions and the local acceptance turned out to be statistically insignificant, as its Beta value was -0.02(p>.05). The relation between the economic compensation and the local acceptance was also statistically insignificant, as its Beta value was 0.034(p>.05). And the relation between the local equity and the local acceptance was also statistically insignificant, as its Beta value was 0.011(p>.05). In this study, the hypothesis that positive recognition on the facilities and the ripple effects on the local economy can significantly raise the local acceptance on the special school for the disabled was statistically verified. This suggests that the institutional complement and the policy consideration to raise these two factors will be necessary in the future process promoting the policy.

Development of physical activity and dietary behavior improvement program for boarding school students

김남희 Graduate School, Yonsei University 2022 국내박사

(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.

Essays on the effects of early school enrollment and legal drinking age on risky behaviors and health outcomes

신유식 Graduate School, Korea University 2022 국내박사

본 논문은 취학 시기의 효과에 대한 연구와 청소년 음주 규제의 효과에 대한 연구로 구성되어 있다. 1장에서는 취학 시기가 학생들의 건강위험행동에 미치는 영향에 대해 분석한다. 2장에서는 자녀의 취학 시기가 어머니의 정신 건강에 미치는 전이 효과에 대해 분석한다. 3장에서는 한국의 청소년 음주 정책이 개인의 음주 행위에 미치는 영향에 대해 분석한다. 세계의 여러 나라들은 아동이 태어난 이후 몇 개월이 되었는지에 따라 학교에 입학할 수 있는 자격을 부여한다. 새 학기가 시작하는 시점에 최소 입학 연령을 가까스로 넘긴 아동이 바로 입학하는 경우, 반에서 나이가 가장 어린 상태가 된다. 이로 인한 불이익을 피하고자, 일부 부모는 해당 아동의 입학 시기를 1년 연기하는 선택을 한다. 이 경우, 해당 아동은 반에서 나이가 가장 많은 상태가 된다. 위와 같은 입학 시기의 선택이 아동에게 어떠한 영향을 미치는 지 파악하기 위해 현재까지 다수의 실증 연구들이 실시되어 왔다. 1장은 취학 시기가 학생들의 건강위험행동에 어떠한 영향을 미치는 지 분석한다. 구체적으로, 최소 입학 연령을 넘긴 아동이 입학을 미루지 않고 바로 입학하는 선택이 음주, 흡연, 성관계 행위에 어떠한 영향을 미치는 지 분석한다. 분석을 위해, 우리나라 12월 출생자들이 1월 출생자들에 비해 학교에 1년 빠르게 입학하는 점을 이용한다. 12월 출생자들은 1월 출생자들에 비해 1년 빠르게 입학하지만, 반에서 상대적으로 가장 어린 상태가 된다. 반면에, 1월 출생자들은 반에서 나이가 가장 많은 상태가 된다. 두 집단은 비슷한 시기에 출생했음에도, 외생적인 상황으로 인해 입학 시기에 차이가 발생하기 때문에 위의 효과를 추정하는 데 이용될 수 있다. 회귀불연속 방법론을 사용하여 추정한 결과, 학교를 1년 빠르게 입학하는 것은 음주, 흡연 시작 시기를 앞당기는 것으로 나타났다. 또한, 1년 빠르게 입학하는 것은 최근 30일 동안 음주, 흡연했을 확률을 상승시키는 것으로 나타났다. 이러한 결과는 남학생과 여학생 모두에게 나타났다. 2장은 최소 입학 연령을 넘긴 아동이 바로 입학하는 선택을 하는 것이 어머니의 정신 건강에 어떠한 영향을 미치는 지 분석한다. 다수의 문헌에 따르면, 해당 아동은 정서적, 신체적 발달 상태에 이점이 있는 급우들과 경쟁하기 때문에, 학업 성취도와 학교 적응에 있어 어려움을 겪는 가능성이 높은 것으로 보고되어 왔다. 이러한 부정적인 영향은 아동에게 국한되는 것이 아니라 가족 구성원에게도 영향을 미칠 수 있다. 특히, 대부분의 가정의 주양육자인 어머니의 정신 건강에 부정적인 영향을 미칠 가능성이 있다. 본 연구는 이를 분석하는 위해 호주의 학교 입학 규정에 따라 발생되는 외생적인 상황을 이용하였다. 분석 결과, 자녀의 1년 빠른 입학은 어머니의 불안감을 상승시키는 것으로 나타났다. 이질성 분석 결과, 이러한 영향은 여학생의 어머니와 소득이 낮은 가구의 어머니에게 두드러지는 것으로 나타났다. 자녀의 응답을 통해 분석한 결과, 여학생과 소득이 낮은 가구의 학생인 경우, 실제로 학교 적응에 어려움을 겪는 것으로 나타났다. 이는 학교에 1년 빠르게 입학하는 것이 아동에게 부정적인 영향을 미치고, 어머니의 정신 건강에도 부정적인 영향을 미칠 수 있음을 시사한다. 3장은 한국의 청소년 음주 규제의 효과성에 대해 분석한다. 한국의 청소년 보호법에 따르면, 만 19세가 되는 해의 1월 1일을 맞이하기 전까지는 청소년으로 규정되며, 주류 구입과 주류 판매 업소 출입이 제한된다. 이 정책의 효과성을 분석하기 위해 소위 빠른 년생 제도가 시행되던 시기의 1, 2월 출생자를 이용한다. 3월~12월생과 이듬해 1, 2월생은 같은 해에 초등학교에 입학하여 같은 해에 고등학교를 졸업한다. 3월~12월생은 대학교 1학년이 되는 해의 1월 1일부터 청소년 음주 규제의 적용을 받지 않는다. 반면에, 이듬해 1, 2월생은 해당 연도에 여전히 음주 규제를 적용 받게 된다. 따라서, 해당 연도의 3월~12월생과 1, 2월생의 음주 행위를 비교하여 청소년 보호법의 효과를 분석하였다. 분석 결과, 1, 2월생이 음주 규제의 적용을 받음에도 불구하고, 음주 참여 여부와 횟수에 대해서 3~12월생과 크게 차이가 없는 것으로 나타났다. In the first chapter, I investigate the impacts of early school enrollment on students’ risky health behaviors. In South Korea, those born in December begin school almost one year earlier than those born in January. Using a fuzzy regression discontinuity design which exploits the school entry rule in South Korea, I find that early school entry leads students to begin drinking and smoking earlier. In addition, it increases the likelihood of drinking and smoking participation over the previous 30 days. However, early school entry has little impact on lifetime sexual intercourse experience. The results of subgroup analysis indicate that my main findings are driven by both girls and boys. The robustness of my results is supported by the use of data from earlier years and various specifications. The second chapter examines the spillover effects of a child’s early school enrollment on their mother’s nervousness. Research has shown that early schooling may have an adverse impact on child development in the short run. If there is such an impact, it may spill over onto mothers, especially in relation to the mother’s mental well-being. To investigate the spillover effects, we utilize the data from the Longitudinal Study of Australian Children. A fuzzy regression discontinuity design is exploited to explore the spillover impacts of a child’s early schooling. We find that a child’s early enrollment increases the level of their mother’s nervousness in the year their child becomes seven. The impact is primarily detected among mothers of girls and mothers from low-income households. Using the responses of the children, we provide suggestive evidence that girls and children from low-income households were suffering from early schooling, and that the impacts might spill over into their mothers. In the last chapter, I analyze the effects of the legal drinking age laws in South Korea on alcohol consumption. In South Korea, an individual is legally allowed access to alcohol from January 1st of the year they turn 19. To investigate whether the regulation effectively restricts alcohol consumption, I compare those who were born around January, but who vary in terms of their status with regard to legal access to alcohol during one specific year. I find no impacts of the regulation on participation in and frequency of alcohol consumption. The findings indicate that strict enforcement and sanctions need to accompany the policy to prevent youth from accessing alcohol.

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.

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.