학업성취에 대한 학급풍토의 영향 = The Effect of Classroom Climate on Academic Achievement

다국어 초록 (Multilingual Abstract)

This study is to demonstrate the effect of classroom climate on academic achievement in South Korea. In order to, we consider data drawn from a sample of participant from Korea Education Longitudinal Study(KELS) which is conducted by the government-funded Korea Educational Development Institute(KEDI). To analysis the effectiveness of classroom climate, we used hierarchical linear models(HLM) that address the nature of data collected with a basis on a two-stage stratified random sample of students nested within schools and adjust for clustering within schools. The results indicate that the null model shows that approximately 13.76 % of total variance in Math achievement scores is attributable to the school level. This finding suggests that although schools do differ in their average Math achievement scores, there is even more variation among students within a school. Second, individual level variables as pre-achievement, family background are critical factors on Math achievement scores that were strongly supported by several literatures. Third, when individual level variables were controlled, classroom climate which was perceived by student was statically significant influence to dependent variable. Finally, in school level, not only pre-achievement of school was statically significant influence, but classroom climate was statically significant influence to the academic performance. This finding suggests that to increase students` achievement, we have to seek improving classroom climate in school and enthusiasm of teacher and it would be effective way in educational situation that it is difficult to change students` individual level variables as family background.

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