The effects of high school track choice on students’ postsecondary enrollment and majors in South Korea

Shim, Woo Jeong; Paik, Sunhee

doi:10.1007/s12564-014-9344-7

Cited by 11 publications

(6 citation statements)

References 8 publications

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“…Considering these results together, the main takeaway is that students' English proficiency is essential for EMI implementation, as has been shown in other studies (Aizawa & Rose, 2019;Chang et al, 2017;Lee & Lee, 2018;Rose et al, 2020). Specifically, EMI courses in teacher education programs play a central role, as they allow PSETs to develop their English proficiency, which can aid in their career preparation.…”

Section: Discussionmentioning

confidence: 67%

“…The focus of the present study is on English teacher education in the context of Korea in light of the dual-purpose approach inherent in EMI whereby English language skills and content knowledge are simultaneously addressed (Rose et al, 2020(Rose et al, , p. 2150. According to Macaro (2022), the implementation of EMI significantly impacts specific academic subjects including Applied Linguistics or TESOL.…”

Section: English Medium Instructionmentioning

confidence: 99%

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Enhancing EMI pedagogical curricula to prepare pre‐service English teachers for socioculturally diverse classrooms

Kim,

Brutt‐Griffler,

Park

2023

Int J App Linguistics

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With the rise of English as a global academic lingua franca, the implementation of English medium instruction (EMI) in South Korea's higher education system has grown substantially. This mixed‐methods study contributes to the scholarship on EMI policy and practice by drawing on data from the training experiences and self‐assessment of 327 pre‐service English teachers (PSETs) regarding their preparation to serve as secondary English teachers, the latter being key to high school students’ achievement in higher education. We examine teachers’ English competencies and explore their challenges and associated needs in implementing EMI for their professional success. Our quantitative analysis shows that, for PSETs, English‐speaking skills are the most challenging aspect of learning and teaching English. Moreover, current opportunities to improve their English proficiency through EMI courses appear to be inadequate. Subsequent analysis shows that English proficiency serves as a significant mediator of the association between EMI satisfaction and self‐efficacy about teaching English through English. Our qualitative analysis further confirms that PSETs have less exposure than expected to language‐related resources in their educational context, and they express a need for greater knowledge of student well‐being and linguistic and cultural diversity. We provide a set of recommendations to enhance the quality of EMI policies and curricula, including offering tailored language modules to develop well‐qualified secondary English teachers.

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Section: Discussionmentioning

confidence: 67%

Section: English Medium Instructionmentioning

confidence: 99%

Enhancing EMI pedagogical curricula to prepare pre‐service English teachers for socioculturally diverse classrooms

Kim,

Brutt‐Griffler,

Park

2023

Int J App Linguistics

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“…Research claimed that students who are placed in a lower-level science track, regardless of academic ability, are unlikely to take subsequent courses required for college admissions despite that most of them have college aspirations; they are thus turned off by science in higher education. In contrast, students in the science track at upper secondary school are more likely to pursue their education in science-related majors (Kao et al , 2019; Kinyota, 2013; Lee, 1987; Li and Kuan, 2018; Myeong and Crawley, 1993; Shim and Paik, 2014; Trusty, 2002; Wang and Lee, 2019). Students in the science track are more able to experience and be involved in (or exposed to) more science and math courses at upper secondary school, and hence have a higher interest in (and attitudes toward) science-related courses.…”

Section: Introductionmentioning

confidence: 99%

A quantitative investigation of the effects of new generation vs traditional upper secondary schools in Cambodia through the lens of STEM transfer model

Kao

2021

IJCED

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PurposeThis study aimed to examine the effects of Cambodia's New Generation Schools (NGS), as compared to their traditional counterparts, in enhancing the seven constructs: (1) science and math achievement, (2) science and math self-efficacy, (3) science and math outcome expectations, (4) attitudes toward science, (5) interactive science and math lessons, (6) support from science and math teachers and (7) encouragement and support in science from family.Design/methodology/approachThe two observations data was collected using self-rated questionnaire from 301 11th graders from five upper secondary schools located in three provinces of Cambodia. Independent sample t-test, Analysis of Covariance (ANCOVA) and dependent sample t-test were used to analyze the repeated measures data.FindingsThe study revealed that students from the NGS exhibited statistically higher scores for most constructs, especially for attitudes toward science. However, when controlling for the differences in the first observation data, the significant effects of the three constructs have been neutralized. Moreover, though there was an increase in science activities outside school, there was a negative trajectory in the other two sub-constructs of attitudes toward science and support from science and math teachers, both in NGS and traditional schools.Practical implicationsThese findings point some practical implications for enhancing the effectiveness of the two school types and further research.Originality/valueThere is heavy investment in new form of schools across the world to enhance students' learning and academic achievement in science and math in K-12 and to promote their interest in STEM in higher education. However, there is little document on the effectiveness of this new form of school, particularly in the Cambodian context.

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“…For decades, concerns have increased among policy makers and researchers with respect to the decline of students' interest in science and their decision to study science worldwide (Zuniga et al, 2005;Kinyota, 2013;Li & Kuan, 2018;Myeong & Crawley, 1993;Paik & Shim, 2013;Shim & Paik, 2014). In particular, researchers have sought to understand the more fundamental causes of the decline in science enrollment and the decline in scientific literacy (Kinyota, 2013;Myeong & Crawley, 1993;Shim & Paik, 2014;Shimpkins et al, 2015). It is no exception in Cambodian context.…”

mentioning

confidence: 99%

“…The upper secondary school science has been considered as a critical period for attracting students into science as it is significantly correlated with their post-secondary educational choices (Dustmann, 2004;Kinyota, 2013;Maltese & Tai, 2011;Li & Kuan, 2018;Shim & Paik, 2014;Shimpkins et al, 2015). Also, some researchers (e.g., Myeong & Crawley, 1993;Paik & Shim, 2013;Welch, 1985) maintained that students' science track choice is one of the much-needed research areas within respective context.…”

mentioning

confidence: 99%

Factors Affecting Cambodian Upper Secondary School Students’ Choice of Science Track

Kao

Shimizu

2020

RISE

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Upper secondary school years have been considered as a critical period for attracting students into future science-related majors and careers; yet, Cambodia is facing a worrisome decline trend in the students’ choice of science track. Through the lens of the making of engineers and scientists conceptual framework, the study aims to investigate the factors affecting Cambodian upper secondary school students’ choice of science track. With self-rating questionnaire survey, which randomly covered 751 11th graders in nine upper secondary schools in three provinces of Cambodia, the researcher collected data on three significant factors namely individual ability and personality, family background and encouragement, and upper secondary school experience and support. Binary logistic regression analysis revealed that performance in science and mathematics subjects, attitude towards science, plan to major in STEM, time spent self-studying in science and mathematics subjects, family encouragement, mother’s education, and school location significantly predicted students’ choice of science track. Some important implications for pedagogical orientation were also discussed.

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The effects of high school track choice on students’ postsecondary enrollment and majors in South Korea

Cited by 11 publications

References 8 publications

Enhancing EMI pedagogical curricula to prepare pre‐service English teachers for socioculturally diverse classrooms

Enhancing EMI pedagogical curricula to prepare pre‐service English teachers for socioculturally diverse classrooms

A quantitative investigation of the effects of new generation vs traditional upper secondary schools in Cambodia through the lens of STEM transfer model

Factors Affecting Cambodian Upper Secondary School Students’ Choice of Science Track

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