Effects on School Life Adaptation and Improvement of Academic Achievement in High school Students through Coaching Instruction

다국어 초록 (Multilingual Abstract)

This study shows the results of the Coaching Program, which was applied to the freshmen from Y-Specialized Information Industry highschool in Yong-in city of Kyung-gi Province. 50 students were chosen among maladjusted and underachieved students scheduled to be referred to the school disciplinary committee, or disciplined as of the end of July in 2011, when their first semester ended after their school entrance. The students self-checked their communication, specific goals, learning, self-support and esteem, self-development, self-control and command, growth and success, and career aptitude before and after applying the coaching instruction. The pre-post comparison regarding the self-certified abilities was carried out. The results of the comparison indicated that negative perspectives largely decreased and positive perspectives increased remarkably. In addition, the comparison results revealed that the effect of decrease was also presented by over 50% on average when school life adaptation was compared through the factors of early leave, tardiness, and absence. Futhermore, these results have shown the improvement of the students' academic achievement up to by 56 points in math and 12 points in Korean since coaching instruction.
In light of these results, this study can posit that, from the early school entrance, it is desirable that the coaching instruction should be regularized to improve the school life adaptation of specialized highschool students.
Thus, this study argues that although it might not be directly induced to the improvement of academic achievement, the coaching instruction can strongly trigger improving the school life of specialized highschool students by forming a network of friends and pursuing their own goals as well as searching and choosing practical plans by themselves.

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