한문학습이 지능과 학업성취도에 미치는 영향 = The Effect of the Sino-korean Learning on Intelligence and Scholastic Achievement

다국어 초록 (Multilingual Abstract)

This study has made a positive analysis of the effect of the Sino-korean learning in the elementary school on the intelligence of the pupils and on the scholastic achievement of all the curriculums of the 1st graders of the junior high school by using the learning faculty test questionnaires of the Korean Psychological Test Institute and the academic records shown in the learning achievement of the 1st term of the 1st grade with the 150 boy students and girl students belonging to the five classes of the 1st grade of the junior high school as the subjects. The hypothesis has been set up in such sub-areas of intelligence as vocabulary, mathematics, reasoning, and perception, and a comparative analysis has been made with a focus on the whole 12 curriculums of the junior high school in the area of the scholastic achievement. The findings of the study are as follows: First, the effect of the experiences of the Sino-korean learning on the intelligence and scholastic achievement in the students studied has been observed. The students who learned the Sino-korean learning in the elementary schools have shown significant differences in such Intelligence Quotient factors as reasoning, vocabulary, mathematics, and perception in comparison with the students who did not learn the Sino-korean learning, and the students who had the experiences of the Sino-korean learning have shown significant differences in all the subjects also in the scholastic achievement. Second, the differences of Intelligence Quotient by sexes in the students studied who have the experiences of the Sino-korean learning in the elementary schools have been observed but no statistically significant differences are not found. The girl students have shown the higher scholastic achievement in morals, music and art in comparison with the boy students and it is a statistically significant difference. Third, the differences of Intelligence Quotient by the parents` schooling in the students studied who have the experiences of the Sino-korean learning in the elementary schools have been observed. No statistically significant differences have been found in vocabulary, mathematics, reasoning, and perception. The scholastic achievement has shown no statistically significant differences in all the subjects. Fourth, the differences of Intelligence Quotient by the certificates of qualification for the Sino-korean learning have been observed. Vocabulary and reasoning show statistically significant differences. The scholastic achievement shows statistically significant differences in the subjects of Korean, morals, society, mathematics, science, manual training, home economics, art, English, Hanmoon and environment.