Explainable boosting machine을 적용한 직업계고 학생의 수학 기초학력 도달 주요 예측변인 탐색

This study explored key variables related to the achievement of basic learning skills among vocational school students. Utilizing the OECD Programme for International Student Assessment (PISA) 2022 data for Korean students, this study applied an Explainable Boosting Machine, an interpretable machine learning method, for the analysis. The main findings follow. First, “self-efficacy in mathematics subjects, assignments, and learning” emerged as the most significant factor in the basic learning skill achievements of vocational school students. Second, the use of digital and ICT tools connected to subject classes and learning was positively related to basic learning skill achievements, whereas general digital and ICT usage, unrelated to learning, showed a negative relationship. Third, students who had educational experience supplementing basic skills during their elementary school years are now more likely to achieve basic learning skills. Lastly, the family environment plays a crucial role in supporting the basic learning skill achievements of vocational school students, with “warm interest” in students’ school life being more important than socioeconomic background factors, such as parents’ educational level or income. The study findings provide a comprehensive understanding of the mechanisms behind basic learning skill achievements among vocational school students and recommends educational interventions and policy implications at both the home and school levels to enhance achievement, thus contributing to the goals of SDG 4.1.