Educational Statistics

 Survey on Satisfaction with the Project for Establishing the Foundation for the Introduction of the High School Credit System – Focusing on Joint Curricula between Schools

Author: Park Kyoung-ho (Senior Researcher, KEDI)

 

The high school credit system will be implemented in all high schools nationwide starting in 2025. Accordingly, this paper introduces the results of the “Survey on Satisfaction with the Project for Establishing the Foundation for the Introduction of the High School Credit System” conducted by the Korean Educational Development Institute in 2022, focusing on satisfaction, contribution, and areas for improvement in joint curricular between schools. The survey period was from November 4 to November 28, 2022. The survey method was web- and mobile-based questionnaires, and the survey participants were teachers, students, and parents from 120 schools that operated joint curricula in 2022 (60 schools offering online joint curricular and 60 schools offering offline joint curricula).

■ Satisfaction with Joint Curricula Between Schools

Satisfaction with joint curricula between schools showed average responses of 4 points or higher on all items from students, parents, and teachers. Regarding the item asked to all three groups, “expansion of opportunities to choose subjects,” teachers reported the highest satisfaction, followed by students, and then parents. For items asked only to students and parents, students’ satisfaction levels were generally higher than those of parents. Students reported relatively high satisfaction with “teachers’ lesson preparation and provision of learning materials,” “subject content and educational activities,” and “overall satisfaction with offline and online joint curricula.” Parents reported relatively high satisfaction with “subject content and educational activities,” and “overall satisfaction with offline joint curricula.” Teachers reported relatively high satisfaction with “substantial content,” “positive influence on career planning,” and “connection to career paths.”

 

 

 

■ Contribution to Joint Curricula Between Schools

Contribution of joint curricula between schools also showed average responses of 4 points or higher on all items from students, parents, and teachers. Students reported that contribution was relatively high for “specialized exploration of fields of interest,” “expansion of the range of subject choices,” and “active participation in class.” Parents reported relatively high contribution for “expansion of the range of subject choices,” and “specialized exploration of fields of interest.” Teachers reported relatively high contribution for “career choice and decision-making,” “specialized exploration of fields of interest,” and “active participation in class.”

 

 

■ Areas for Improvement in Joint Curricula Between Schools

For areas of improvement in joint curricula between schools, students responded mostly strongly, in both offline and online curricula, with “expansion of subjects tailored to diverse career paths and aptitudes,” and teachers responded most strongly, in both offline and online curricula, with “close cooperation among participating schools and quality management in operation.” This indicates that although students reported relatively high satisfaction and contribution for “expansion of the range of subject choices,” there is still significant demand for further expansion of subjects tailored to diverse career paths and aptitudes. The fact that teachers emphasized “close cooperation among participating schools and quality management in operation” in both offline and online contexts aligns with the relatively lower satisfaction levels reported for “support from the Office of Education” and “satisfaction with cooperation among schools” in the satisfaction results.

 

 

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[References]

Kim Ju-ah et al. (2023). Report on the Results of the 2022 Survey on Satisfaction with the Project for Establishing the Foundation for the Introduction of the High School Credit System. Ministry of Education, Korean Educational Development Institute.