다층모형 분석을 통한 중학생들의 인종에 따른STEM에 대한 인식, 과학 동기의 관계: 탐색적 연구

초록

Examining the changes in students who have undergone integrated education and providingappropriate follow-up measures is crucial for enhancing educational effectiveness. Thisexploratory study aims to analyze the impact of perceptions of MESA/STEM educationon science motivation among students in the United States and Korea, based on ethnicdifferences, and to derive relevant implications. Data from 202 students who received MESA/STEM education in the U.S. and Korea were utilized for the study. Rather than comparing thetwo countries, the study focused on examining the effects based on ethnic differences usingregression analysis and a one-level multilevel model analysis, and comparing the results toderive implications. The study found the following results: First, there was a significant correlation between thetwo test scores, and regression analysis confirmed that perceptions of MESA/STEM educationsignificantly influenced science motivation. Second, comparing the regression equationsbased on ethnicity revealed that the intercept and slope varied by ethnicity. This led to thedesign and implementation of a one-level multilevel model analysis. Significant resultswere found in the random effects of the intercept, and the fixed effects of the independentvariables showed that perceptions of MESA/STEM education accounted for approximately33% of the total variance in science motivation among ethnic groups. Given the increasing number of multicultural students not only in the U.S. but also in Korea,various ethnicities are becoming educational targets. The findings of this study can providediscussion points for estimating the educational effects on various student groups and forthe formulation and implementation of policies that reflect these effects.

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