Early learning, tutoring, and STEM motivation: Impact on Korean students’ mathematics achievement

Jung Han; Hyeree Cho; Sol Lee; Ammi Chang; Hyunuk Park; Yunjin Lim

doi:10.29333/ejmste/14659

Full Text (PDF)

Jung Han ¹ , Hyeree Cho ² , Sol Lee ² , Ammi Chang ² , Hyunuk Park ² , Yunjin Lim ³ ^*

More Detail

¹ Department of Technology, Leadership, Innovation, Purdue University, West Lafayette, IN, USA² Department of Educational Studies, Purdue University, West Lafayette, IN, USA³ Korea Institute for Curriculum and Evaluation, Chungbuk, SOUTH KOREA^* Corresponding Author

Abstract

The impact of motivational beliefs, such as self-efficacy and intrinsic value, on academic achievement has been well documented in previous studies. In the current study, we extend the previous literature by taking individual learning experiences, such as early learning and tutoring experiences, into account. This allows us to gain a comprehensive understanding of the association between academic motivation and achievement. We analyzed a total of 3,614 Korean student data from the 2019 TIMSS (Trends in International Mathematics and Science Study) dataset to examine the mediating role of mathematics motivation. Our path analysis reveals that mathematics self-efficacy mediates the relationship between tutoring experiences and mathematics achievement. The results of this study provide implications for supporting students’ mathematics motivation, which can serve as a gateway to enhance engagement and perseverance in STEM fields.

Keywords

STEM motivation
TIMSS data
expectancy-value theory
self-efficacy
intrinsic value
mathematics achievement

License

This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

EURASIA J Math Sci Tech Ed, Volume 20, Issue 6, June 2024, Article No: em2460

https://doi.org/10.29333/ejmste/14659

Publication date: 01 Jun 2024

Online publication date: 30 May 2024

Article Views: 603

Article Downloads: 337

Open Access References How to cite this article

References

Cha, S., Kim, J., Park, S., Jeon, K., Min, B., Kim, S., & Choi, B. (2010). An analysis of supplemental education and its influence in early childhood education. Korean Educational Development Institute.
Chang, M., & Kim, S. (2018). Parents’ perceptions, actual condition and support plan for elementary school children. Korean Journal of Early Childhood Education, 38(3), 263-287. https://doi.org/10.18023/kjece.2018.38.3.011
Cho, S. (2022). A comparative study on the factors affecting middle school students’ participation in private supplementary education in mathematics between Korea and the USA using the TIMSS 2019 data. Journal of Educational Evaluation, 35(2), 219-246. https://doi.org/10.31158/JEEV.2022.35.2.219
Chung, H. (2017). 83% of five-year-olds receive private tutoring. Korea Times. https://www.koreatimes.co.kr/www/nation/2023/11/113_221663.html
Eccles, J. S., & Wigfield, A. (1995). In the mind of the achiever: The structure of adolescents’ academic achievement related-beliefs and self-perceptions. Personality and Social Psychology Bulletin, 21, 215-225. https://doi.org/10.1177/0146167295213003
Eccles, J. S., & Wigfield, A. (2020). From expectancy-value theory to situated expectancy-value theory: A developmental, social cognitive, and sociocultural perspective on motivation. Contemporary Educational Psychology, 61, 101859. https://doi.org/10.1016/j.cedpsych.2020.101859
Ersan, O., & Rodriguez, M. C. (2020). Socioeconomic status and beyond: A multilevel analysis of TIMSS mathematics achievement given student and school context in Turkey. Large-Scale Assessments in Education, 8, 15. https://doi.org/10.1186/s40536-020-00093-y
Fishbein, B., Foy, P., & Yin, L. (2021). TIMSS 2019 user guide for the international database. TIMSS & PIRLS International Study Center.
Fredricks, J. A., & Eccles, J. S. (2005). Family socialization, gender, and sport motivation and involvement. Journal of Sport and Exercise Psychology, 27(1), 3-31. https://doi.org/10.1123/jsep.27.1.3
Ha, Y., & Park, H. J. (2017). Can after-school programs and private tutoring help improve students’ achievement? Revisiting the effects in Korean secondary schools. Asia Pacific Education Review, 18, 65-79. https://doi.org/10.1007/s12564-016-9451-8
Han, S. & Suh, H. (2023) The effects of shadow education on high school students’ creative thinking and academic achievement in mathematics: The case of the Republic of Korea. Educational Studies, 49(2), 314-333. https://doi.org/10.1080/03055698.2020.1850427
Hooper, M., Mullis, I. V. S., & Martin, M. O. (2013). TIMSS 2015 context questionnaire framework. In I. V. S. Mullia, & M. O. Martin (Eds.), TIMSS 2015 assessment frameworks (pp. 61-82). TIMSS & PIRLS International Study Center.
Hwang, H. (2003). The very early education and parents’ perceptions. The Journal of Yeolin Education, 11(2), 69-85.
Kim, J., Lee, Y. S., Suen, H., & Lee, G. S. (2003). A Delphi study of young children’s readiness in Korea: Challenges and implications for early childhood schooling. Educational Research and Evaluation, 9(4), 345-355. https://doi.org/10.1076/edre.9.4.345.17811
Lee, C. J. (2005). Korean education fever and private tutoring. KEDI Journal of Educational Policy, 2(1), 99-107.
Lee, J. (2007). Two worlds of private tutoring: The prevalence and causes of after-school mathematics tutoring in Korea and the United States. Teachers College Record, 109(5), 1207-1234. https://doi.org/10.1177/016146810710900507
Lee, J., Kim, Y., & Yoon, C. (2004). The effects of pre-class tutoring on student achievement: Challenges and implications for public education in Korea. KEDI Journal of Educational Policy, 1(1), 25-42.
Martin, M., von Davier, M., & Mullis, I. V. (2020). Methods and procedures: TIMSS 2019 technical report. TIMSS & PIRLS International Study Center.
Ministry of Education. (2015). The national curriculum for the primary and secondary schools. https://ncic.re.kr/english.dwn.ogf.inventoryList.do#
Mullis, I. V. S., Martin, M. O., Foy, P., Kelly, D. L., & Fishbein, B. (2020). TIMSS 2019 international results in mathematics and science. TIMSS & PIRLS International Study Center. https://timssandpirls.bc.edu/timss2019/international-results/
Murray, E., & Harrison, L. J. (2011). The influence of being ready to learn on children’s early school literacy and numeracy achievement. Educational Psychology, 31(5), 529-545. https://doi.org/10.1080/01443410.2011.573771
OECD. (2013). PISA 2012 results: Ready to learn (volume III): Students’ engagement, drive and self-beliefs. OECD Publishing. https://doi.org/10.1787/9789264201170-en
OECD. (2017). Strong performers and successful reformers in education lessons from PISA for Korea. Korea Institute for Curriculum and Evaluation. https://doi.org/10.1787/9789264209619-ko
OECD. (n. d.). Education GPS. https://gpseducation.oecd.org
Rosenzweig, E. Q., Wigfield, A., & Eccles, J. S. (2019). Expectancy-value theory and its relevance for student motivation and learning. In K. A. Renninger, & S. E. Hidi (Eds.), The Cambridge handbook of motivation and learning (pp. 617-644). Cambridge University Press. https://doi.org/10.1017/9781316823279.026
Rutkowski, L., Gonzalez, E., Joncas, M., & von Davier, M. (2010). International large-scale assessment data: Issues in secondary analysis and reporting. Educational Researcher, 39(2), 142-151. https://doi.org/10.3102/0013189X10363170
Ryan, R. M., & Deci, E. L. (2020). Intrinsic and extrinsic motivation from a self-determination theory perspective: Definitions, theory, practices, and future directions. Contemporary Educational Psychology, 61, 101860. https://doi.org/10.1016/j.cedpsych.2020.101860
Schunk, D. (2012). Social cognitive theory. In K. R. Harris, S. Graham, & T. Urdan (Eds.), APA handbook of educational psychology: Theories, constructs, and critical issues (pp. 101-123). APA. https://doi.org/10.1037/13273-005
Siraj-Blatchford, I., & Nah, K. O. (2014). A comparison of the pedagogical practices of mathematics education for young children in England and South Korea. International Journal of Science and Mathematics Education, 12, 145-165. https://doi.org/10.1007/s10763-013-9412-1
Wigfield, A., Eccles, J. S., Sciefele, U., Roeser, R. W., & Davis-Kean, P. (2006). Development of achievement motivation. In N. Eisenberg (Ed.), Handbook of child psychology (pp. 933-1002). John Wiley. https://doi.org/10.1016/b978-012750053-9/50008-5

How to cite this article

APA

Han, J., Cho, H., Lee, S., Chang, A., Park, H., & Lim, Y. (2024). Early learning, tutoring, and STEM motivation: Impact on Korean students’ mathematics achievement. Eurasia Journal of Mathematics, Science and Technology Education, 20(6), em2460. https://doi.org/10.29333/ejmste/14659

Vancouver

Han J, Cho H, Lee S, Chang A, Park H, Lim Y. Early learning, tutoring, and STEM motivation: Impact on Korean students’ mathematics achievement. EURASIA J Math Sci Tech Ed. 2024;20(6):em2460. https://doi.org/10.29333/ejmste/14659

AMA

Han J, Cho H, Lee S, Chang A, Park H, Lim Y. Early learning, tutoring, and STEM motivation: Impact on Korean students’ mathematics achievement. EURASIA J Math Sci Tech Ed. 2024;20(6), em2460. https://doi.org/10.29333/ejmste/14659

Chicago

Han, Jung, Hyeree Cho, Sol Lee, Ammi Chang, Hyunuk Park, and Yunjin Lim. "Early learning, tutoring, and STEM motivation: Impact on Korean students’ mathematics achievement". Eurasia Journal of Mathematics, Science and Technology Education 2024 20 no. 6 (2024): em2460. https://doi.org/10.29333/ejmste/14659

Harvard

Han, J., Cho, H., Lee, S., Chang, A., Park, H., and Lim, Y. (2024). Early learning, tutoring, and STEM motivation: Impact on Korean students’ mathematics achievement. Eurasia Journal of Mathematics, Science and Technology Education, 20(6), em2460. https://doi.org/10.29333/ejmste/14659

MLA

Han, Jung et al. "Early learning, tutoring, and STEM motivation: Impact on Korean students’ mathematics achievement". Eurasia Journal of Mathematics, Science and Technology Education, vol. 20, no. 6, 2024, em2460. https://doi.org/10.29333/ejmste/14659