Relational Analysis of Internal Schooling and Achievement to Evaluate School Effectiveness

• In Event: Poster Session 1
  In Poster Session: School Effectiveness and School Improvement SIG Poster Session

Abstract

The purpose of this study is to test the schooling effectiveness by analyzing structures of variables that predicts student’s achievement. To accomplish this purpose, the multilevel structural equation model was applied. The results showed that the effect of teaching effectiveness was larger on the affective achievement than the cognitive achievement of the students. Household income predictability was high in school-level and student-level in cognitive achievement, but was low in both levels in affective achievement. Under a school-level, as the student’s learning attitude was more favorable, the math achievement score was high but low in math efficiency. Schooling in school-level showed a positive effect on the cognitive achievement but a negative effect on the affective achievement.

Authors

• So Young Kim, Korea University

• SunKyung Lee, Korea University

• Sehee Hong, Korea University