自己敎授와 歸因訓練이 중학교 학습장애자의 數學 學業成就 및 自己效能感에 미치는 효과

서지정보

ㆍ발행기관 : 한국교육학회 ㆍ수록지정보 : 교육학연구 / 34권 / 5호
ㆍ저자명 : 李鍾三

목차

《요약》
Ⅰ. 서론
Ⅱ. 이론적 배경
Ⅲ. 연구방법
Ⅳ. 실험결과 및 그 해석
Ⅴ. 논의 및 결론
〈참고문헌〉
Abstract

한국어 초록

본 연구는 자기교수와 귀인훈련이 학습장애자의 수학 학업성취 및 자기효능감에 미치는 효과를 분석할 목적으로 수행되었다. 연구대상은 학습장애자 선정기준에 따라 중학교 학습장 애자 40명을 표집하여 실험 처치유형에 따라 3개의 실험집단과 1개 통제집단으로 나누었다. 각 집단에 본 연구자가 설계한 전략훈련 모형을 투입하여 학교현장에서 매일 50분씩 6회에 걸쳐 실험을 실시하였다. 연구결과 자기교수와 귀인훈련은 학습장애자의 수학 학업성취를 향상시켰다. 그러나 자기교수와 귀인훈련이 수학에 대한 자기효능감의 향상에 미친 영향은 미미했다. 또 자기교수와 귀인훈련이 수학 학업성취나 자기효능감에 대해 상호작용효과는 없었으므로 이들 전략은 각기 별개의 변인임이 확인되었다.

영어 초록

This study was attempted to investigate the effects of self-instruction and attributional training on mathematics achievement and self-efficacy of learning disabled students in the middle school. For achieving this aim, the following hypotheses were provided :
1. Self-instruction would improve the students' mathematics achievement and self¬efficacy.
2. Attributional training would improve the students' mathematics achievement and self¬efficacy.
3. When self-instruction and attributional training were combined, the students' mathematics achievement and self-efficacy would bring higher improvements than each of the above two cases
The subjects involved in this experiment, were 40 female learning disabled students who were met all of the following three criteria. First, the students have at least normal IQ(above 85) and their mathematical achievement scores were ranged from 25 to 50(M=4l). Second, the students were classified as those who should join in a compensatory education program of school. Third, the students who were perceptually or neurologically impaired were excluded from LD group. Students’ achievements were compared through pretest and posttest on both the mathematic achievement and the self-efficacy.
Base on the pretest, students were assigned into one of four conditions; ① self-instruction ＋ attributional training, ② self-instruction, ③ attributional training, and ④control group. Ten students were assigned into each condition, all students participated in the mathematics training program during 50-minute sessions on 6 consecutive school days. Training sessions were conducted by the two teachers In the school. After these sessions of the experimental treatments, all students received the posttests of the mathematics achievement and of the self-efficacy.
The following major findings were obtained through this study :
First, in all conditions, the mathematics achievement and the self-efficacy were shown to be significantly improved(ps＜.01).
Second, self-instruction’ s effects on the mathematics achievement were significantly great(F(1,35)=7.465, p=.010), but not on the self-efficacy(F(1, 35)=.343, p＞.05).
Third, although attributional training promoted the mathematics achievement and the self-efficacy, its effects were nonsignificant(F(1, 35)=3.519, p＞.05, F(1, 35)=1.771, p＞.05).
Finally, no self-instruction × attributional training interactions were obtained on all measures.
These results suggest some implications for teaching. Learning disabled students may be improved in their mathematical skills through self-instruction while their solving problems and through receiving attributional training that were linked with their successful problem solving.

참고 자료

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