능력별 집단편성이 중학생의 학업성취에 미치는 영향 = Impacts of Ability Grouping on Academic Achievement of Middle School Students

다국어 초록 (Multilingual Abstract)

This study examines the effects of ability grouping on academic achievement of middle school students. The data source for this study is the 2005 Korean Education Longitudinal Study (KELS), a survey conducted by the Korean Educational Development Institute. For the statistical analysis, this study employs multi-level modeling in the view of data structure. Through the analysis, this study found that the ability grouping is effective only for highly competent students, but harmful for remedial class students. In particular, it is noteworthy that these effects can differ by students' psychological characteristics. This study conceptualized the students' psychological characteristics regarding taking the lead in competitions as important, disliking to fall behind, and putting stress on comparisons and competitions against other people as 'competitive disposition'; then analyzed the effects of interactions between the competitive disposition and students' track placement on students' educational outcomes. As a result, this study found that students of a more competitive nature exhibited relatively higher negative effects when grouped by their own academic achievement. This phenomenon is detected more readily in advanced classes. Meanwhile, it is found that school-level variables related to ability grouping do not have a significant effect on academic achievement. On the basis of these findings, this study suggests that more systematic and elaborate research on the mechanisms and contexts causing these results be carried out in order to make an appropriate decision on whether to continue or abolish ability grouping. Furthermore, there is a need to alleviate the competitive climate which has been rampant in Korean society so as to accomplish the intended goal of this practice because it is proved that this climate disturbs its expected positive effects and aggravates its unintended negative effects.

국문 초록 (Abstract)

본 연구에서는 한국교육종단연구 데이터를 사용하여 다층모형 분석을 통해 능력별 집단편성이 중학생의 학업성취에 미치는 영향을 분석함으로써, 이 제도가 한국 사회에서 지니는 함의를 탐색해보고자 하였다. 특히 본 연구에서는 선행연구들이 대체로 능력별 집단편성 참여 여부만을 고려하고 개별 학생이 배치되는 집단에 관한 정보를 충분히 반영하지 못했던 한계를 극복하기 위해, 집단 배치에 관한 정보를 개인수준 변수로 활용하였다. 아울러 기존 연구에서 간과하였던 심리적 성향의 효과에도 각별한 관심을 기울였다. 분석 결과, 능력별 집단편성은 상위반에 배치된 학생들에게는 긍정적인 효과를 발휘하지만, 중ㆍ하위반에 배치되는 학생들에게는 부정적인 효과를 야기할 가능성이 큼을 확인하였다. 또한 이 같은 효과는 개인이 보유한 심리적 성향과 밀접한 관련이 있어서, 경쟁적 성향이 강한 학생일수록 능력별로 분류된 상황에서 부정적인 경험을 하는 것으로 파악되었다. 이러한 결과를 토대로 본 연구에서는 능력별 집단편성 제도가 시간이 흐름에 따라 상위반과 하위반 학생 간의 학업성취 격차를 확대시키는 기제로 작동할 가능성이 큼을 지적하였다. 아울러 한국 사회에서 이 제도의 효과가 불분명하고 모호하게 나타나는 데는 우리 사회 전반에 만연한 경쟁지향적 풍토가 주요 요인으로 작용할 가능성이 큼을 주장하였다.

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