Advancing Student-Centric Education in Korea: Issues and Challenges

Yang, Jeong A.; Tan, Charlene

doi:10.1007/s40299-019-00449-1

Cited by 10 publications

(5 citation statements)

References 34 publications

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“…In contemporary teaching, student-centric activities are afforded great significance due to the positive response among students. According to Yang and Tan (2019), student-centric activities help to stimulate students positively, ensuring that their performance progresses gradually. It also helps create a dynamic learning space that allows the students to exercise control over their learning process.…”

Section: Literature Reviewmentioning

confidence: 99%

The Effectiveness of Using Student-Created Questions for Assessing Their Performance in English Grammar/ Case Study of “King Abdullah II Schools for Excellence” In Jordan

Rababah

Awajan

Alghazo

et al. 2023

WJEL

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Learning a foreign language may create issues among students, as they may perceive it as complex, difficult, or alien. These feelings are harmful to forming a positive perception among students, regarded as one of the essential aspects of learning. This study aims to identify the effectiveness of using student-created questions for assessing students’ performance in English grammar. The sample included 79 tenth-grade students in King Abdullah Schools of Excellence in Jordan. The study revealed that the student-centered approach is crucial in today's classrooms because it fosters students' feeling of self-efficacy and helps them see their potential. Particularly in the secondary and college levels, the active involvement of students is emphasised as bringing openness and creativity to a more conventional classroom. Students who are consistently engaged in the development of questions and self-evaluation are better able to recognize their areas of strength and weakness and are further motivated to engage in self-repair. Students perform better when assessments are used in the classroom that are focused on them as individuals. Since it promotes self-actualization, intrinsic motivation is more effective than extrinsic motivation. By taking into account, this component of education and student performance create a learning environment that can inspire students to learn on their own can help them build the mindset for lifelong learning. It gives students a sense of control in the classroom by using questions they have written as part of the evaluation process. As a result of these elements, students become more motivated as they actively participate in the teaching-learning process. The study recommends using the student-generated questions in the classroom as it leads to effective teaching as they help the students practice various writing and reading skills. In many instances, evaluation in the classroom utilizing student-created questions reveals a significant increase in writing and reading abilities. Using this kind of evaluation, students may also engage in healthy competition.

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Section: Literature Reviewmentioning

confidence: 99%

The Effectiveness of Using Student-Created Questions for Assessing Their Performance in English Grammar/ Case Study of “King Abdullah II Schools for Excellence” In Jordan

Rababah

Awajan

Alghazo

et al. 2023

WJEL

View full text Add to dashboard Cite

show abstract

“…Likewise, in one of the most traditionally Confucian school systems, South Korea promoted student-centered learning but teachers struggle with supporting all students equitably, so students obtain learning suited to their needs from private tutoring (Yang & Tan, 2019). Embedded within Confucian heritage culture (CHC), Chen (2015) distills from the literature that teachers from CHC Chinese school systems may struggle even harder in realizing student-centered learning because of a traditionally teachercentered focus that disincline them from seeing studentcentered practices as effective.…”

Section: Conceptual Frameworkmentioning

confidence: 99%

“…However, there is a lack of research that identifies why some teachers are more able to implement education reforms than others. Research shows that some teachers were more effective in integrating teacher and student-centered practices (Yang & Tan, 2019), while others prevail with the enduring use of teacher-centered practices (Chen, 2015). We wonder if teachers, as children, would be influenced by childhood home language in their current professional practice as adults.…”

Section: Conceptual Frameworkmentioning

confidence: 99%

Childhood Home Language Effects on Teacher Risk-Taking and Student-Centered Professional Practice in a Bilingual Chinese Context

Lee

King²

2021

Asia-Pacific Edu Res

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“…The subjective rationalities of parents in Korea and Singapore Private tutoring in Korea comes in different forms such as one-to-one tutoring, cram schools (hagwon) and Internet tutoring. 81.1% of elementary school students, 69.1% of middle school students and 49.5 % of high school students are enrolled in private tutoring in 2014 (KOSIS, 2015; for details on the schooling system in Korea, see Tan and Yang, 2019;Yang and Tan, 2019). Like Korea, private tutoring in Singapore can take place through various modes such as one-to-one or group, as well as face-to-face or online (Cheo and Quah, 2005;Kaur and Areepattamannil, 2013;Seah, 2016;Tan, 2009Tan, , 2017Tan, , 2019a.…”

Section: A Model Of the Subjective Rationalities Of Parentsmentioning

confidence: 99%

Private tutoring and the subjective rationalities of parents: the experiences in South Korea and Singapore

Tan

2020

AEDS

Self Cite

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PurposeThis article proposes a model of subjective rationalities to shed light on the global phenomenon of parental reliance on private tutoring for their children. The model is illustrated using the examples of the rational decision-making process and outcome of parents with regards to enrolling their children in private tutoring in South Korea and Singapore.Design/methodology/approachThis is a theoretical paper that relies on a critical review of official documents, academic publications and newspaper reports.FindingsThis article proposes an original model to shed light on the global phenomenon of parental reliance on private tutoring for their children. The model highlights the following: the dynamic interactions between parents, education policy and private tutoring; the active role of private tutoring providers; and the socio-culturally embedded and complex nature of educational decisions.Research limitations/implicationsThis is a conceptual paper that proposes a theoretical model, so there is no empirical data.Originality/valueThis article fills an existing research gap on the dynamic interactions between the parents, education policy and private tutoring. It offers an original model that illuminates the rational decision-making process and outcome of parents that pertains to private tutoring for their children.

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Advancing Student-Centric Education in Korea: Issues and Challenges

Cited by 10 publications

References 34 publications

The Effectiveness of Using Student-Created Questions for Assessing Their Performance in English Grammar/ Case Study of “King Abdullah II Schools for Excellence” In Jordan

The Effectiveness of Using Student-Created Questions for Assessing Their Performance in English Grammar/ Case Study of “King Abdullah II Schools for Excellence” In Jordan

Childhood Home Language Effects on Teacher Risk-Taking and Student-Centered Professional Practice in a Bilingual Chinese Context

Private tutoring and the subjective rationalities of parents: the experiences in South Korea and Singapore

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