Understanding Achievement and Time Factors in South Korea and the United States

• In Event: Roundtable Session 40
  In Roundtable Session: Evaluating Achievement Across Global and Cultural Landscapes

Abstract

The purpose of this study is to analyze the factors that affect achievement for Korean and U.S. middle school students. The study employs a productivity model and TIMSS-2007 data to understand time factors and its relationship to achievement. International comparative analyses based on large-scaled national datasets may assist policymakers in understanding alterable factors that influence educational productivity. Alterable factors are practices (i.e. time factors, homework behavior, reading, etc) that are associated within homes and schools. Results show that Korean students may be optimizing the alterable factors more than U.S. students. This research may contribute policy implications that involve parental, teacher, and student attitudes, contextual variables, education in middle schools, and finally understanding US education in international context.

Authors

• Susan J. Paik, Claremont Graduate University

• Thomas F. Luschei, Claremont Graduate University

• Wendi J. Otto, Pepperdine University

• Loris Fagioli, Claremont Graduate University