EEE Week11: Report about Survey of College Extrance Exam

 

Introduction

Every year, over six-hundred thousand people take the College Entrance Exam, and it becomes a huge issue in the whole country. However, people tend to concentrate on only score for entering the college, not on quality in terms of original objectives of the College Entrance Exam. In order to make the people who will become a teacher have proper sight, the researcher decided to investigate (1) what they know about the original objectives of College Entrance Exam and (2) what the alternatives of this policy are.

Method

To find out the students’ prior knowledge, the instructor designed a survey with 13 items. The survey is mainly composed of three parts. After asking basic information: gender, age and major, the survey investigated how long the students have studied English previously. It also included 5 questions about studying English. Then, in the following section, the instructor made 7 questions about the College Entrance Exam. Using own experiences, It was hypothesized that the students in the class would think more about the original objectives of College Entrance Exam and reflect on themselves than about score and values of the university. The survey was administered during the eleventh day of class and 8 students responded.

Prior studying English

According to the responses, all of the students have received English Education up to 6 years through by academy. Five-eighth students have experienced tutoring or going academy to get a good score in English. Nearly all of the students had studied English to use English well, and 25% of the students had studied English to enter a good university. Based on academic-based English study, a number of students think about the absence of speaking activity as the problems of studying English in Korea. Teaching both writing and grammar is tied for second.

Knowledge of College Entrance Exam

A number of students had problems with talking about the College Entrance Exam. It was because they did not know exactly what the original objectives of the College Entrance Exam are. The students seemed stressful on this policy, but 63% of all did not have exact reasons that are related to the original objectives. They did not know what the original objectives of College Entrance Exam are. Only 25% of all answered their own opinions: “The exam arranges students according to the score and makes them enter the college.” “To find out whether the students are qualified to study in university,” and “To help students get good grades.”

Knowledge of English on College Entrance Exam

Except one student, all students thought that the College Entrance Exam is not helpful to improve their ability of English skills. One student gave some reasons: “This exam focuses on grammatical elements too much.”, “It is focused on just score.” Another student also served some reasons: “There is a problem with the relative evaluation,” “The College Entrance Exam helps only improve the receptive skills, not productive skills.” and “it is boring, nor use, just hard, for exam.” Perhaps the school should address what the original objectives of College Entrance Exam are and teach the subject according to the objectives.
 

Conclusion

           All things considered, the survey revealed some topics that will need further instruction in the alternative of the College Entrance Exam. Mostly, the students do not have knowledge about this exam and are not interested in original objectives of this. The students need to concentrate on the definition of this Exam as well as test of teacher certification for next generations.