부모의 교육적 태도에 따른 영어 사교육과 학업성취도와의 관계 연구

Abstract

The purpose of this study is to examine how parents’ educational involvement to their child's English education influences a child’s English acquisition, and to measure the involvement and analyze this relationship with the child's English academic performance according to the English private education in which the child takes. Five-hundred students from two academic high schools - one in an 8-school-group and the other in a non-8 school group in Seoul-were surveyed and all the analyses depended on SPSS 16.0 for Windows. The findings in the survey show that the 8-school-group has higher results than the non-8-school-group, in all categories including the parents' academic level, monthly earnings, educational attitudes, total number of years the student has studied English, and amount spent for English private education. It was noticed that if a parent is active in their child's English education, the child receives more English private education than passive parents' children. The children of active parents receive higher scores in English academic performance examinations and the parents spend more money providing English private education compared to passive parents. However, parents' educational involvement didn't influence the total number of years that their child has studied English. In conclusion, parents' active educational involvement to their child's English education and English private education were found to have positive effects on the English performance of the child. However, the result implies unequal educational opportunities and results shown by the comparative study conducted of two school groups show an imbalance in Korean society. This still remains as a problem that both parents and the government need to solve along with several side effects of English private education.