학습집단 편성과 협동학습 전략이 학업성취와 학습동기에 미치는 효과

서지정보

ㆍ발행기관 : 한국교육방법학회 ㆍ수록지정보 : 교육방법연구 / 14권 / 1호
ㆍ저자명 : 고영남

목차

I. 서론
Ⅱ. 이론적 배경
Ⅲ. 연구방법
Ⅳ. 연구결과 및 해석
V . 결론
참고문헌

한국어 초록

본 연구의 목적은 학급내 소집단 편성방법(동질적 학습집단 편성, 이질적 학습집단편성)과 학습전략(협동학습 전략, 전통적 소집단학습 전략)이 학업성취와 학습동기에 미치는 영향을 탐구하는 데에 있으며, 특히 본 연구에서는 학습자의 학습능력 수준(상위, 중위, 하위)에 따라 학업성취와 학습동기에 어떠한 차이가 있는지 알아보았다. 연구 결과 학습자의 학업성취 측면에서 학급내 소집단 편성 방법과 학습전략에 따라 학업성취도의 차이는 없는 것으로 나타났고, 학습자의 학습능력 수준별로도 학업성취도의 차이는 없는 것으로 나타났다. 하지만 학습동기 측면에서는 학습자를 동질적인 집단으로 편성할 때 전통적 소집단 학습을 이용하는 것 보다는 협동학습을 이용하는 것이 효과적인 것으로 나타났으며, 또한 학습자의 학습능력 수준별로는 중위능력 수준에서 학급내 학습집단 편성 방법에 관계없이 협동학습을 적용한 경우에 학습동기가 향상되었고, 하위능력 수준에서는 동질적으로 집단을 편성하고 협동학습을 적용한 경우에 학습동기가 향상된 것으로 나타났다.

영어 초록

The purpose of this study was to investigate the effects of various ability grouping and cooperative learning on the academic achievement and motivation. The specific questions set up for this investigation are as follows: First, does various ability grouping have effects on the academic achievement of students? Second, does cooperative learning have effects on The academic achievement of students? Third, does various ability grouping, cooperative learning have effects on the academic achievement of students in the level of learning ability(high, medium, low)? Fourth, does various ability grouping have effects on the academic motivation of students? Fifth, does cooperative learning have effects on the academic motivation of students? Sixth, does various ability grouping, cooperative learning have effects on the academic motivation of students in the level of learning ability(high, medium, low)? This study employed a 2×2×3 treatment by block designs. The between-subjects factors included method of various ability grouping(homogeneous ability grouping in class, heterogeneous ability grouping in class), learning strategy(cooperative learning, small-group learning). The within-subject factor is a learning ability(high, medium, low). The subjects of this study were 144 pupils in the first grade of the middle school in Jeju. Each class (36, 37, 35, and 36) was assigned to one of the treatments: small-group learning with heterogeneous ability grouping, cooperative learning with heterogeneous ability grouping, small-group learning with homogeneous ability grouping, and cooperative learning with homogeneous ability grouping. For a six-weeks period, four groups studied the same content from science studies textbook. The results from this study are as follows : First, there were not significant differences on the academic achievements by the differences of grouping, learning strategies, and level of learning ability. Second, there were not significant differences on the academic motivation by the differences of grouping, but cooperative learning did significantly better than small-group learning in homogeneous ability grouping. Third, on post-academic motivation test scores, small-group learning with heterogeneous ability grouping and homogeneous ability grouping had not effects regardless of different learning ability, but cooperative learning with heterogeneous ability grouping had effects on the medium-learning ability students and cooperative
learning with homogeneous ability grouping had effects on the medium- and low-learning ability students.

참고 자료

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