Earticle

초록

영어

This study aimed to examine and compare the structural relationships of teaching strategies and students’ learning strategies that affected the reading literacy performance of PISA 2009 between Australia and Korea, which stood in the highest reading literacy score group. A structural equation model was employed as the methodology for the study. The data was obtained from the PISA 2009 database. The sample was selected randomly, and a total of 400 cases from each country were used for the analysis. The conclusions were as follows. First, the exogenous variables of teaching strategies influenced the reading literacy performance through the mediating variable, and the goodness-of-fit indices had a reasonable fit in the level of χ2=703.523(df=173, ρ=.000). Second, no significance was shown on any paths for the Korean model. On the contrary, for the Australian model those teaching strategies indirectly influenced the reading literacy performance through the mediating variable of memorizing.

목차

Abstract
 1. Introduction 
 2. Methodology
  2.1. Hypothesized Model 
  2.2. Sampling
  2.3. Instrument
  2.4. Variables of the Study
  2.5. Data Analysis
 3. Results
  3.1. The Model Fit
  3.2. Comparisons of Path Models Australia and Korea 
 4. Discussion and Conclusion
 References

키워드

저자

• Inhoi Lee [ Department of Education, Graduate School of Education, Jeju National University ]
• Min Hee Kim [ Department of Education, Graduate School of Education, Daegu University ] Corresponding Author

참고문헌

발행기관

간행물

표지보기 관심저널 등록

• 간행물명

  International Journal of u- and e- Service, Science and Technology

• 간기

  격월간

• pISSN

  2005-4246

• 수록기간

  2008~2016

• 십진분류

  KDC 505 DDC 605