본 연구에서는 대학 입학전형 유형에 따라 학생들의 학업성취도 성장 추이 변화가 어떻게 나타나는지 알아보기 위해 A대학교의 학업성취도 현황에 대한 종단자료를 분석하였다. 대학생의 학업 성적에 대한 관측변인이자 종속변인인 학업성취도는 2011학년도 1학기에서부터 2013학년도 1학기에 걸친 5개 시점에 대한 학기별 GPA로 측정되었으며, 입학사정관전형과 정시전형으로 선발된 학생들의 학업성취도의 구조적 관계와 성장 추이를 비교하였다. 공변인 확인적요인분석모형과 다집단 잠재성장모형 등을 적용한 분석 결과, 정시전형 학생 집단이 입학사정관전형 학생 집단에 비해 전반적으로 학업성취도가 높았으며 성장 속도 역시 빠른 것으로 나타났다. 즉 두 입학전형 유형 집단 간 학업성취도 성장모형의 초기값과 기울기가 다르며 그 차이가 통계적으로 유의한 것으로 확인되었다. 본 연구에서는 도출된 결과를 토대로 입학전형 유형별 사후 학사 관리를 위한 정책 방향과 학생부종합전형 절차의 타당성 제고를 위한 시사점을 논의하였다.
This study aimed to explore undergraduate achievement trends based on university admission types using longitudinal data collected from university A. Student achievement as a dependent variable was measured using grade-point averages (GPA) at five points in time from the 2011 spring semester to the 2013 spring semester. The factor structure and growth factors of students' achievements were compared in two student groups: one group admitted by the regular admission type, and the other group admitted by the admission officer system. For the analysis methods, multiple indicators and multiple causes (MIMIC) and multi-group latent growth models were used. The results of this study indicated that the regular admission group outperformed the admission officer group, and the regular admission group showed higher growth rates than the admission officer group. These results were found to be statistically significant. Based on the findings of this study, we discussed implications for improving the validity of college admission procedures and academic management for undergraduate students.
This study aimed to explore undergraduate achievement trends based on university admission types using longitudinal data collected from university A. Student achievement as a dependent variable was measured using grade-point averages (GPA) at five points in time from the 2011 spring semester to the 2013 spring semester. The factor structure and growth factors of students' achievements were compared in two student groups: one group admitted by the regular admission type, and the other group admitted by the admission officer system. For the analysis methods, multiple indicators and multiple causes (MIMIC) and multi-group latent growth models were used. The results of this study indicated that the regular admission group outperformed the admission officer group, and the regular admission group showed higher growth rates than the admission officer group. These results were found to be statistically significant. Based on the findings of this study, we discussed implications for improving the validity of college admission procedures and academic management for undergraduate students.
