웹 기반 교수-학습이 학업성취에 미치는 영향에 대한 메타 분석

구병두 ( Byung Doo Ku ) 한국컴퓨터교육학회 2015 컴퓨터교육학회 논문지 Vol.18 No.1

본 연구의 목적은 웹 기반 교수-학습방법이 전통적인 교수-학습방법에 비해 학생의 학업성취에 어느 정도 효과가 있는가를 메타 분석방법을 적용하여 밝히고자 하였다. 본 연구의 주요결과를 살펴보면, 첫 째, 분석대상의 85%가량은 웹 기반 교수-학습방법이 전통적인 교수-학습방법보다 학업성취에 효과가 뚜렷하였다. 둘째, 학교 급별에 따른 웹 기반 교수-학습의 학업성취 효과크기는 초등학교 학생과 대학생 이 가장 큰 것으로 밝혀졌다. 셋째, 실시 교과목에 따라서는 사회와 실과 교과가 다른 교과목에 비하여 웹 기반 교수-학습의 효과가 큰 것으로 드러났다. 이 같은 연구를 통해 그동안 선행된 많은 웹 기반 교 수-학습과 관련된 개별연구들의 각기 다른 학업성취 효과에 메타 분석을 적용하여 보다 개선된 결과를 얻었으며, 또한 이 분야의 후속 연구를 수행하는 데 필요한 기초자료와 방향성을 제시하였다. The purpose of this study has been found to be effective using web-based instruction than traditional teaching-learning method on academic achievement applying the meta-analysis method. The results of this study were as follows: First, The 85% subject of analysis of web-based instruction selected in this study turned out to be clear effective than traditional teaching-learning method in academic achievement of students. Second, Web-based instruction is more effective for academic achievement of elementary school students and university students than for middle school students and high school students relatively. Third, Web-based instruction is a most effective method in social subject and physical education but less effective in language subject. The overall results of this study concluded more powerful and big decisions which have integrated each different effects on academic achievement of studies web-based instruction method applying meta-analysis. Through this study, make better results were obtained and suggested the base line data and direction for follow up studies.

ICT 활용 교수-학습이 학업성취에 미치는 영향에 대한 메타분석: 2000년 이후에 발간된 국내 논문을 중심으로

구병두 ( Ku Byung Doo ) 한국컴퓨터교육학회 2014 컴퓨터교육학회 논문지 Vol.17 No.5

본 연구의 목적은 ICT를 활용한 교수-학습방법이 전통적인 교수-학습방법에 비해 학생의 학업성취에 어느 정도 효과가 있는가를 메타분석방법을 적용하여 밝히고자 하였다. 이러한 목적을 달성하기 위하여 2001년도부터 2014년 2월까지 국내에서 발표된 ICT를 활용한 교수-학습 관련 석.박사학위논문과 학술논문 103편 가운데 133개의 효과크기 수를 분석하였다. 본 연구의 주요결과를 살펴보면, 첫째, 본 연구의 분석대상 가운데 85%가량은 ICT 활용 교수-학습방법이 전통적인 교수-학습방법에 비하여 학생의 학업성취에 효과가 뚜렷한 것으로 밝혀졌다. 둘째, 학교 급별에 따른 ICT 활용 교수-학습의 학업성취 효과 크기는 초등학교 학생과 대학생이 중학생과 고등학생들에 비하여 상대적으로 큰 것으로 밝혀졌다. 셋째, 실시 교과목에 따라서는 예체능과 사회 교과의 평균 효과크기가 다른 교과목에 비하여 ICT 활용 교수-학습의 효과가 큰 것으로 드러났다. 이와 같은 연구결과를 통해 그동안 선행된 많은 ICT 활용 교수-학습과 관련된 개별연구들의 각기 다른 학업성취 효과에 메타분석을 적용하여 보다 강력한 결론을 내렸다. 또한 이러한 보다 강력하고 통합된 결론을 통해서 이 분야의 후속 연구를 수행하는 데 필요한 기초자료와 방향성을 제시하였다. The purpose of this study has been found to be effective using ICT teaching-learning than traditional teaching-learning method on academic achievement applying the meta-analysis method. This study set the following questions to be answered. 1. The 85% subject of analysis of ICT-using teaching-learning selected in this study turned out to be clear effective than traditional teaching-learning method in academic achievement of students. 2. ICT-using teaching-learning is more effective for academic achievement of elementary school students and university students than for middle school students and high school students relatively. 3. ICT-using teaching-learning is a most effective method in subject of art and physical education and social subject but less effective in mathematics subject.

학업성취(學業成就)와 관련(關聯)된 자아개념변인(自我槪念變因), 불안변인(不安變因), 학습습관변인(學習習慣變因), 성취동기변인(成就動機變因), 인성변인(人性變因)에 대한 통합분석(統合分析)

김억환 ( Uk Hwan Kim ),구병두 ( Byung Doo Ku ),변호걸 ( Ho Kul Byun ),김부국 ( Boo Kuk Kim ) 건국대학교 교육연구소 1992 교사와 교육(구 교육논집) Vol.16 No.-

This study was designed to synthesize quantitatively the master`s theses and doctoral dissertations focusing on effects of academic achievements in affective function variable group. This task was accomplished by utilizing the meta-analysis technigue of research integration as defined by Glass(1982). Basically, meta-analysis is a statistical analysis of summary findings of many empirical studies. its purpose is to draw reliable and general conclusions from a large and complex body of literature on a common topic. Thus, the primary purpose of this study was to conduct a quantitative synthesis of 53 master`s theses and doctoral dissertations focusing on the effects academic achievements in affective function variable group. The affective function variable group categorized five independent variables in this study. These five independent variables are self-concept, anxiety, learning attitude, achievement motivation, and personality. This study also assessed the relationship between moderator variables and effect size. The moderator variables investigated included grade, curriculum area, experimental period, number of subject, source of studies, sex, geographic area, and school type. This study set the following questions to be answered. Problem 1 : How large are the effect sizes of the five independent variables selected in this study? Problem 2 : How large are the effect sizes of the interaction effect between five inde-pendent variahbes and eight moderator variables? The standard procedures analogous to those performed during primary research were used in this meta-analysis: locating studies(data collection), coding the characteristics and outcomes of the studies (evaluation of date points) and using statistical procedures of meta-analysis in order to describe the overall and subs ample effects(data analysis and interpretation). The result of this study may be summarized as follows. 1. The grand average degree of effect size of the academic achievement factors proposed in this study turned out to be .478. This means that if the average effect size of academic achievement variables of the controlled group is 50 percentile in the normal distribution, that of the experimental group becomes 68.44 percentile. As it were, the latter surpasses the former by 18.44 percentile. 2. Among the five independent variables of academic achievement proposed in this study, learning attitude variable showed the highest effect size, its effect size being 1. 134. The second highest one is achievement motivation whose effect size is .752. The 3th highest one is self-concept variable whose effect size is .534. The 4the highest one is personality variable whose effect size is .270. On the other hand, anxiety variable was proved to have the lowest effect size in this study. 3. The learning attitude variable had the most effect on academic achievements regardless of male or female, grades(ages), and subjects.

학업성취(學業成就)와 관련(關聯)된 지능변인(知能變因), 인지양식변인(認知洋式變因), 창의성(創意性) 변인(變因)에 대한 통합분석(統合分析)

김정규 ( Jung Kyu Kim ),구병두 ( Byung Doo Ku ) 건국대학교 교육연구소 1993 교사와 교육(구 교육논집) Vol.17 No.-

This study was designed to synthesize quantitatively the master`s theses and doctoral dissertations focusing on the effects of academic achievements in intellectual function variable group. This task was accomplished by utilizing the meta-analysis technique of research integration as defined by Glass(1982). Basically, meta-analysis is a statistical analysis of summary findings of many empirical studies. Its purpose is to draw reliable and general conclusions from a large and complex body of literature on a common topic. Thus, the primary purpose of this study was to conduct a quantitative synthesis of 42 master`s theses and doctoral dissertations focusing on the effects of academic achievements in intellectural function variable group. The intellectual function variable group categorized three independent variables in this study. These three independent variables are intelligence, creativity, and cogntive style. This study also assessed the relation between moderator variables and effect size. The morderator variables investigated included grade, curriculum area, experimental period, number of subject, source of studies, sex, geographic area, and school type. This study set the following questions to be answered. Problem 1 : How large are the effect sizes of the three independent variables selected in this study? Problem 2 : How large are the effect sizes of the interaction effect between three independent variables and eight moderator variables? The standard procedures analogous to those performed during primary research was used in this meta-analysis: locating studies (data collection), coding the characteristics and outcomes of the studies(evaluation of data points) and using statistical procedures of meta-analysis in order to describe the overall and subsample effects(date analysis and interpretation) . The result of this study may be summarized as follows : 1. The grand average degree of effects of the academic achievement variables proposed in this study turned out to be. 939. This mean that is the average effect size of the academic achievement variables of the controlled group is 50 percentile in the normal distribution, that of the experimental group becomes 82.64 percentile. As it were, the latter surpasses the former by 32.64 percentile. 2. Among the three independent variables of academic achievement proposed in this study, intelligence variables showed the highest effect size, its effect size being 1.223. The second highest one is creativity variable whose effect size is .890. On the other hand, cognitive style variable was proved to have the lowest effect size in this study. 3. The intelligence variable had the most effect on the academic achievements regardless of male or female, grades(ages), and subjects.

메타분석을 통한 가정특성 관련변인이 학업성취에 미치는 영향

박성열 ( Sung Youl Park ),구병두 ( Byung Doo Ku ),임현걸 ( Hyun Geol Lim ) 건국대학교 교육연구소 2000 교사와 교육(구 교육논집) Vol.24 No.-

This paper was designed to synthesize quantitatively the master`s theses and doctoral dissertations focusing on effects of family background traits related variables on academic achievements in Korea. This task was accomplished by utilizing the meta-analysis technique of research integration as defined by Glass (982). Basically, meta-analysis is a statistical analysis of the summary findings of many empirical studies. Its purpose is to draw reliable and general conclusions from a large and complex body of literature on a common topic. Thus, the primary purpose of this paper was to conduct a quantitative synthesis of 96 master`s theses and doctoral dissertations focusing on the effects of academic achievements using family background traits as independent variable and academic achievement as dependent variable. Nine independent variables were chosen by means of in depth review of those previously mentioned 96 studies. The independent variables employed in this study include psychologcal environment, physical environment, family structure, public and private educational expenditures, educational process, breeding and educational method of parents, socio-economic status, parents` charateristics, and role expectation. These variables are cartegorized by two different groups according to the traits of factors in terms of family environment variable group and parent`s characteristics variable group. This study set the following questions to be answered: (1) How large are the grand average effect size of variables of family background traits proposed in this study on student`s academic achievement?; (2) How different the effect size of the two family background traits related variable groups, naimly family environment and parents charateristics variable group on student`s academic achievement?; and, (3) How different the effect size of the nine family background traits related independent variables on student`s academic achievement? In order to answer the research questions, the researcher followed the standard procedures as such locating published studies to collect primary data, analysing and cording the characteristics and outcomes of the studies, and carring out statistical procedures of mata-analysis to describe the overall and sub-variable effects. Primary source of data was decided to limit within the master`s theses and doctoral dissertations in order to achieve the reliability and validity of the study results. By using the CD-ROM titled ‘master · doctoral dissertation index’ published by National Central Library in 1995 and 1997, a total of 112 studies were located and collected. Out of 112 studies, 96 studies were selected by excluding those studies that are not possible to employ mata-analysis such as studies used qualitative research method. While classifying family background traits related variables some of studies were also excluded in this study due to failing a consensus among the five specialists participated in this process. The effect size were calculated by using two different approaches depending upon the applicability of effect size formula. One was by using mean and standard deviation of experimental group and their countpart. The other was using transformational formula suggested by Wolf(986) for the studies that have not presented descriptive statistics. The result of this study may be summarized as follows: (1) The grand average degree of effects of the academic achievement factors proposed in this study turned out to be .33. This means that if the average size of effects of the academic achievement factors of the controlled group is 50 percentile in the normal distribution, that of the experimental group becomes 62.93 percentile. As it were, the latter surpass the former by 12.94 percentile. (2) Between the two groups of academic achievement factors proposed in this study, in terms of family environment variable group and parent`s characteristics variable group, the former factors showed the higher average effect size, its average effect size being .35. Considering the grand average degree of effects size of .33, it can be suggested that those family environment related variables effects more on the student`s academic achievement compare to the variables of parents` characteristics. (3) Among the nine family background traits related independent variables on academic achievements proposed in this study, the variable of educational process showed the highest average effect size of 1.40, as followed by socio-economic status(effect size of 0.55), role expectation (effect size of 0.48), and physical environment(effect size of 0.40). The effect size of these variables turned out to be bigger that the grand average effect size of .33. This result means that these variable effects on student`s academic achievement a lot more compare to other variable proposed in this study. In fact, the effect size of those variables such as psychologcal environment(effect size of 0.27), breeding and educational method of parents(effect size of 0.27), family structure(effect size of 0.26), public and private educational expenditures(effect size of 0.26), and parents` charateristics(effect size of 0.14) turned out to be much smaller than that of previously mentioned variables. It means that the variable of psychologcal environment, breeding and educational method of parents, family structure, public and private educational expenditures, and parents` charateristics effect less on student`s academic achievement compare to the variables of educational process, socio-economic status, role expectation, and physical environment.

Piaget식(式) 과제수행(課題遂行)과 관련(關聯)된 변인(變因)에 대한 국내논문(國內論文)의 메타 분석(分析)

김덕환 ( Uk Hwan Kim ),김경배 ( Kyeong Bae Kim ),구병두 ( Byung Doo Ku ) 건국대학교 교육연구소 1991 교사와 교육(구 교육논집) Vol.15 No.-

Investigations as recent as those of Cohen and Cohen(1980) Piburn(1977), Maccoby and Jacklin(1974), Ernest (1974), and Thorndike(1973) indicated that males and females have not yet achieved equal competence m academic performance It is understood that the academic performance greartly depends on cognitive development If there are cognitive differences between the sexes and ages, then understanding the process of then development is important One of the most complete and systematic theories of cognitive development that could be addressed in this regard is that of Piaget`s But in his own research Piaget has shown little concern with sex difference It is worthwhile to synthesize the findings of other reseach dealt with Piagetian tests that provide data such difference m performance of school-aged boys and girls The one purpose for this synthesis, thereforre, was to determine the magnitude and direction of gender related differences of performance in Piaget-like tasks, throughout the studies undertaken in Korea The 110 studies were treated here The second purpose for this synthesis was to determine the magnitude and direction of age-related differences by examming such variable as conservation, spatial concept, causality, logical thinking, classification The result of this study was found that there are small sex-related difference(mean Effect Size equals 140) and with the exception of causality these differences tend to favor males m most domains of Piagetian logical functioning In terms of academic achievements, boys outperformed girls One implication based on the findings of our synthesis for the future studies m cognitive functioning appears to be the importance of sample characteristics and the type of the tasks involved m explaining the variation of effect size. The poor quality of many studies and the failure to provide adequate information on sampling procedures and other aspects of experimental design might be responsible for the small effect size A more precise categorization of the studies with respect to quality may in the future studies yield stronger results

SNS 환경이 대학생의 무형식 학습에 미치는 영향에 관한 구조 관계 분석

차승봉 ( Seung Bong Cha ),박성열 ( Sung Youl Park ),구병두 ( Byung Doo Ku ) 한국교육정보미디어학회(구 한국교육정보방송학회) 2014 교육정보미디어연구 Vol.20 No.4

이 연구는 국내 4년제 대학생들의 SNS 사용이 무형식학습의 학습성과에 영향을 미치는 요인들을 밝혀내고, 그 요인들 간 인과관계를 규명하고자 하였다. 무형식 학습의 학습성과 영향 요인에서 사회수용, SNS 참여를 내생변인으로 설정하였고, 지각된 SNS 태도, 주관적지식을 외생변인으로 하여 연구모델을 설정하였다. 서울특별시와 경기도 소재 4년제 대학의 대학생을 연구대상으로 730명의 자료를 수집하였다. LISREL에 상관관계 매트릭스를 삽입하여 구조방정식 모델 분석을 수행하였으며, 이 연구의 주요 연구결과는 다음과 같다. 첫째, 구조방정식 모델 적합도 검증 결과, RMR(.049), GFI(.928), AGFI(.887), NFI(.941), CFI(.950), IFI(.950) 등 총 9개의 적합도 지수 중 6개의 지수가 적합한 것으로 나타났다. 둘째, 구조방정식 모델에서 요인 간 관계성을 분석한 결과 사회적 수용(.440), SNS 참여(.154), 지각된 SNS 태도(.118), 주관적지식(.218)의 모든 변인들이 무형식 학습의 학습성과에 직접적인 영향을 미치는 것으로 나타났다. SNS 사용과 참여가 일상생활화 된 대학생들에게 SNS내의 타인과의 교류, 정보와 미디어의 생성과 제작, 공유, 확산 등의 활동은 보편화되었다. 그들의 문화와 가치, 신뢰, 생각과 관점의 수용은 SNS를 통해 더 강화되고 활발해지고 있다. SNS가 새로운 학습의 장으로써 무형식 학습의 체제로써 학습성과가 인식되고 나타나고 있음은 평생교육과 HRD 측면에서 시사하는 바가 크며, SNS가 교수-학습이 적용 가능한 환경을 제공하는 한다는 의미있는 결과를 제시하고 있다. This study was conducted to identify the causal relationship between university students` informal learning outcomes with the selected variables related to their SNS use. A general structural model that included social acceptance and SNS participation as endogenous variables and perceived attitude and subjective knowledge as exogenous variables was developed based on literature review. The sample was 730 university students in Seoul and GyeoungGi-Do Province. The model was accepted according to the some goodness of fit statistics such as RMR(.049), GFI(.928), AGFI(.887), NFI(.941), CFI(.950) and IFI(.951). It was identified that all exogenous and endogenous variables had the significant direct effects on learning outcomes. University students` SNS use and participation are so popular that communication, creation, sharing and diffusion of information and media within SNS are accelerated. It could be implied that SNS provides new instructional environment for lifelong education and HRD which increases students` learning outcomes especially as an informal learning system.

학업성취(學業成就)와 관련(關聯)된 가정환경변인(家庭環境變因), 학습풍토변인(學習風土變因), 교사변인(敎師變因)에 대한 통합분석(統合分析)

김억환 ( Uk Hwan Kim ),오성삼 ( Sung Sam Oh ),구병두 ( Byung Doo Ku ) 건국대학교 교육연구소 1990 교사와 교육(구 교육논집) Vol.14 No.-

This study was designed to synthesize quantitatively the master`s theses and doctoral dissertations focusing on effects of academic achieverments in socio-psychological variable group. This task was accomplished by utilizing the meta-analysis technique of research integration as defined by Glass(l982). Basically, meta-analysis is a statistical analysis of the summary findings of many empirical studies. Its purpose is to draw reliable and general conclusions from a large and complex body of literature on a common topic. Thus, the primary purpose of this study was to conduct a quantitative synthesis of 44 master`s these and doctoral disisertations focusing on the effects academic achievements in social-psychological variable group. The socio-psychological variable categorized three independent variables in this study. These three independent variables are home environment. learning chimate, and teacher trait. This study also assessed thee relationship between moderator variables and effect size. The moderater variables investigated included grade, curriculum area, experimental period, number of subject, source of studies, sex, geographic area, and school type. This study set the following questions to be answered. Problem 1: How large are the effect sizes of the three independent variables selected in this study? problem 2: How large are the effect sizes of the interaction effect between three independent variables and eight moderator variabes? The standard procedures analogous to those performed during primarey research was used in this meta-analysis: locating studies (data collection), coding the characteristics and outcomes of the studies (evaluation of data points) and using statistical procedures of metaanalysis in order to describe the overall and subs ample effects (data analysis and interpretation). The result of this study may be summarized as follws. 1. The grand average degree of effects of the academic achievement factors proposed in this study turned out to be .66. This means that if the average size effects of the academic achievement factors of the controlled group is 50 percentile in the normal distribution, that of the experimental group becomes 74.54 percentile. As it were, the latter surpasses the former by 24. 54 percentile. 2. Among the three independent variables of academic achievemet proposed in this study, teacher trait variable showed the highest effect size, its effect size being. 861. The second highest one is home environment variable whose effect size is .615. On the other hand, learning climate variable was proved to have the lowest effect size in this study. 3. The teacher trait variable had the most effect on academic achievements regardless of male or female, grades (ages) and subjects.

학교폭력에 관한 이론적 고찰과 실태분석을 통한 해결 방안

최종진 ( Jong Jin Choi ),박균달 ( Gyun Dal Park ),구병두 ( Byung Doo Ku ) 한국행정사학회 2013 韓國行政史學誌 Vol.32 No.-

본 연구의 목적은 학생의 학교폭력에 대한 인식 및 운영 실태분석을 통하여 보다 효과적인 학교폭력의 예방 방안을 제시하는데 그 목적이 있다. 연구결과로 학교폭력을 당한 경험이 있는 학생들이 많았으며, 학교폭력의 심각성에 대해서는 대부분의 학생이 인식하고 있었다. 학교폭력의 원인으로는 가해학생과 피해학생의 내부적인 요인이 가장 컸다. 학생 대상의 학교폭력 예방교육은 대부분의 학교에서 실시하고 있으나 그 내용이 부실하였다. 따라서 학교폭력의 근본적인 원인에 대한 분석, 가정과 학교, 사회 구성원 모두의 관심과 애정, 전문 상담인력의 확대 배치, 인성교육강화, 선도나 예방위주의 사려 깊은 대응을 위한 제도적 방안 강구, 국가적 차원의 학교폭력예방 활성화 방안이 마련되어져야 할 것이다. This study intends to suggest effective preventive measures to school violence through analyses on students` recognition of school violence and schools` current operation on it. As a research result, there are a number of students who have experienced school violence and most students are aware of its seriousness. The biggest cause of school violence lies with internal factors of the perpetrators and victims. The school violence prevention education is done in mot schools but its contents turn out to be poor. Therefore, it is required to analyze fundamental causes of school violence, give care and attention from all of families, schools and members of society, place more professional counselors, reinforce personality education, consider institutional measures for thoughtful actions focusing on guidance and prevention, and take measures to activate prevention of school violence on a national level.

學級風土 진단척도 (MCI) 한국어 번역판 妥當度 檢證에 관한 연구

吳聖三,具炳斗 建國大學校附設農業資源開發硏究所 1988 農資源開發論集 Vol.13 No.-

The purpose of this study is to clarify the item validity, that is, the drgree to which the items, which constitute MCI questionaire-actually measure what they purport to measure. For the purpose, a theoretical foundation is established throught relevant literature and the following two problems of study are selected to examine the construct validity and the correlations between the sub-variables of MCI scale. Problem 1. Do the items which constitute MCI questionaire measure the variables which they purport to measure as intended originally? Problem 2. What kind of correlations do the variables of MCI scale have each other? To examine the above problems, MCI questionaire was translated into Korean and distributed to the random-sampled 20 fifth grades of Elementary School in Seoul. Thus pilot-studied MCI questionaire was given out to 1,875 pupils in fourth, fifth and sixth grades of Elementary School in Seoul Kyoung-Ki Do. And among them, 1,856 were withdrawn and with the 78 in sufficient excepted, 1,778 were finally accepted as the object of this study. Factor analysis and Pearson's productmoment correlation coefficient were applied to verify the above problems of the results are as follows. 1. Among the five factors of MCI, the three of competition, friction and cohesiveness, except the two of satisfaction and difficulty, proved be inappropriate because of low validity. It is, however, noteworthy that more than half items (20 items, 41. 90% predictability are connected with the satisfaction factor and became the main factor of MCI scale. 2. The correlations between the five variables turned out to be negative the correlation between satisfaction and fricrion was -.47 satisfaction and competition -.03, satisfaction and difficulty -.47 difficulty and competition -.07, and lastly, difficulty and cohesiveness -.34. The correlations except that between satisfaction and cohesiveness proved to be highly significant.