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Multilevel latent profile analysis of Korean middle school student perceptions of teaching methods

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Abstract

This study explored the heterogeneous nature of student perceptions of teaching methods and investigated the predictors at the student and school level using data from the Analysis on the Qualitative Level and Actual Condition of School Education: Middle School in Korea. Additionally, the study compared the means of creative competencies according to every profile of teaching methods. Five distinct profiles were identified via the application of multilevel latent profile analysis to capture the structure of nested data: the high integrated profile, high teacher-centered and high discovery learning profile, lecture-centered and low collaborative profile, average profile, and low questioning and low discussion profile. Profile membership was found to be closely related to student characteristics (academic achievement, class understanding, academic self-concept, and class attitudes) and school-level factors (degree of performance assessment use and teacher efficacy). The study’s findings revealed that the high integrated profile demonstrated significantly higher levels of creative competencies vis-à-vis other profile groups. This study offers suggestions for the improvement of current classroom instruction practices.

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Notes

  1. This is a revised paper previously presented at the AERA Annual Meeting, San Francisco, CA, Apr. 17–21, 2020 (Conference Canceled).

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  1. Korean Educational Development Institute, Jincheon, Republic of Korea

    Nayoung Kim & Yoonhee Son

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Kim, N., Son, Y. Multilevel latent profile analysis of Korean middle school student perceptions of teaching methods. Asia Pacific Educ. Rev. 24, 41–55 (2023). https://doi.org/10.1007/s12564-021-09721-w

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