學級風土가 學業成就度에 미치는 영향 (서울市 K中學校를 中心으로)

具炳斗 건국대학교 1987 論文集 Vol.24 No.1

This paper attempts to clarify the relation between the classroom climate factors and academic achievement of students. To find out this relationship, the study was conducted using questionary survey. Through questionary survey, theoretical and empirical studies that support the importance of classroom climate influence upon the academic achievement of students were drawn, and investigator had several questions as follows: Are there any differential effects of academic achievement depending on the intermediate factors, such as satisfation, friction, competitiveness, difficulty and cohesiveness? To get answers to the proposed problems, investigator established two main hypotheses and flute supporting hypotheses: 1. There is some relationship between classroom climate factors and academic achievement of student. Some relationship between classroom climate factors and academic achievement of students will be higher. 2. There will be some differential effects on academic achievement depending on intermediate variables. 〈Ⅱ-a〉 Academic achievement will be differently influenced by satisfation. 〈Ⅱ-b〉 Academic achievement will be differently infeuenced by friction. 〈Ⅱ-c〉 Academic achievement will be differently influenced by competitiveness 〈Ⅱ-d〉 Academic achievement will be differently Influenced by difficulty 〈Ⅱ-e〉 Academic achievement will be differently influenced by cohesiveness. To test the above hypotheses, My class Inventory was used to measure levels of classroom climate. This questionaire was distributed to 120 students of K-Junior school In seoul city during the first semester of 1986. The results of tests are as follows: 1. The hypotheses [I] was supported at highly significance level 2. The hypothesis [Ⅱ-a] that academic achievement of students by satisfation was at 0.001 significance level. X2=35.909 df= 1 P〈0.001 3. The hypothesis [Ⅱ-b] that academic achievement of students will be differently influenced by friction was at 0.001 significance bevel. X2 = 35.474 df= 1 P〈0.001 4. The hypothesis [Ⅱ-c] that academic achievement of students by competitiveness was at 0.01 significance level, X2 = 12.763 df= 1 P〈0.01 5. The hypothesis [Ⅱ-d] that academic achievement of students will be differently influenced by difficulty was loot supported at the significance level. X2 = 1.461 df= 1 P〉0.05 6. The hypothesis [Ⅱ-e] that academic achievement of students will be differently influenced by cohesiveness was rejected at the significance level. X2 = 2.782 df= 1 P〉0.05 Based on the above results, it was conculuded that the relationship between the factor of classroom climate and academic achievement of students had high correlation coefficient, but academic achievement was partially influenced by intermediate factors.

교수-학습 관련변인이 학업성취에 미치는 영향에 대한 메타분석

구병두 한국농·산업교육학회 2001 농업교육과 인적자원개발 Vol.33 No.2

1. 요 약본 연구자는 교수-학습 관련변인을 독립변인으로 하고 학업성취를 종속변인으로 한 국내에서 발표된 석ㆍ박사학위 논문들을 재분석하여 교수-학습변인군에 포함되는 하위변인 가운데에서 어떤 변인이 학업성취에 어느 정도 영향을 미치는가를 밝히는데 있다.따라서 본 연구에서는 한국에서 발표된 교수-학습 관련변인을 독립변인으로 하고 동시에 학업성취를 종속변인으로 한 석ㆍ박사학위 논문들을 수집하여 분석함으로써 학생들의 학업성취는 어떤 상황 하에서 어떤 변인에 의해 어느 정도의 효과를 갖는가를 알아보고자 한다.본 연구는 이러한 목적을 수행하기 위하여 다음과 같은 연구의 문제를 설정하였다. 문제 1. 본 연구에서 설정한 교수-학습 관련변인이 학생들의 학업성취에 미치는 효과의 크기는 어느 정도인가? This paper was designed to synthesize quantitatively the master's theses and doctoral dissertations focusing on effects of teaching-learning related variables on academic achievements in Korea. 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 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 170 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. Ten independent variables were chosen by means of in depth review of those previously mentioned 170 studies. The independent variables employed in this study include discovery learning, computer aided learning, learning method, long-distance education using TV broad casting, level of question, previous learning experience, learning- strategical method, academic engaged time, evaluation, feed back. These variables are cartegorized by three different groups according to the traits of factors in terms of teaching variable group, learning variable group and evaluation variable group.

메타분석을 통한 한국형 학업성취 관련변인의 탐색

구병두,오성삼 한국교육학회 1999 敎育學硏究 Vol.37 No.4

자기주도학습이 학업성취에 미치는 영향에 대한 메타분석: 2000년 이후에 발간된 국내 논문을 중심으로

구병두,양애경,최종진 한국농·산업교육학회 2013 농업교육과 인적자원개발 Vol.45 No.4

본 연구는 메타분석 방법을 적용하여 자기주도학습이 학업성취에 미치는 효과를 분석하는데 있다. 본 연구를 수행하기 위하여 2001년도부터 2012년까지 국내에서 발표된 석・박사학위논문과 학술논문 61편 가운데 70개의 효과크기 수를 분석하였다. 따라서 본 연구는 다음과 같은 연구 문제를 설정하였다. 첫째, 자기주도학습이 학업성취에 미치는 전체 평균 효과크기는 어느 정도인가? 둘째, 자기주도학습의 실시 대상의 성별, 학교급별, 실시 교과목, 논문출처 등의 매개변인에 따른 자기주도학습의 효과는 어느 정도인가?본 연구를 통하여 다음과 같은 결론을 얻었다. 첫째, 본 연구에서 설정한 자기주도학습의 전체 평균 효과크기는 .67로 나타나 실험집단의 효과는 74.86퍼센타일로 24.86퍼센타일 만큼의 증가를 보였다. 둘째, 자기주도학습의 실시 대상 학생들의 성별에 따른 학업성취 효과는 남녀공학집단이, 학교 급별에 따른 학업성취 효과는 고등학교 학생이 가장 큰 것으로 밝혀졌다. 또한 실시교과목에 따라서는 언어와 실과 교과의 평균 효과크기가 다른 교과목에 비하여 큰 것으로 드러났다. 그리고 논문출처에 따른 자기주도학습의 평균 효과크기는 학위논문이 학술논문에 비하여 상대적으로 큰 것으로 밝혀졌다. The purpose of this study was to analyze the effects of academic achievement in self-directed learning using the meta-analysis method. In order to achieve the purpose of this study, 43 master's theses and doctoral dissertation, and 18 academic journal, published from 2001 to August 2012 were analyzed and 70 effect sizes were calculated. This study set the following questions to be answered. Question 1: How large is the grand mean effect size of the independent variable, self-directed learning selected in this study? Question 2: How large are the mean effect size of self-directed learning according to sex, age(grade), curriculum area, dissertation source selected in this study?The results of this study were as follows: 1. The grand mean effect size of the independent variable, self-directed learning selected in this study turned out to be .67. This means that if the average size of effects of the academic achievement of controlled group is 50percentile in the normal distribution, that of the experimental group becomes 74.86percentile. As it were, the latter surpasses the former by 24.86percentile. 2. Self-directed learning is effective for academic achievement of secondary school students and elementary school students. Self-directed learning is most effective in language subject but less effective in science subject. And master's theses and doctoral dissertation’s effect size is larger than academic journal.

협동학습이 학업성취에 미치는 영향에 대한 메타분석: 2000년 이후에 발간된 국내 학술논문을 중심으로

구병두 한국농·산업교육학회 2013 농업교육과 인적자원개발 Vol.45 No.3

The purpose of this study was to analyze the effects of academic achievement in cooperative learning using the meta-analysis method. In order to achieve the purpose of this study, 48 academic journal, published from 2001 to August 2012 were analyzed and 54 effect sizes were calculated. This study set the following questions to be answered. Problem 1: How large is the grand mean effect size of the independent variable, cooperative learning selected in this study?Problem 2: How large are the mean effect sizes of the each model of cooperative learning selected in this study?Problem 3: How large are the mean effect size of cooperative learning according to sex, age(grade), curriculum area, publication year selected in this study?Problem 4: How large are the mean effect sizes of cooperative learning according to academic ability of students?The results of this study were as follows:1. The grand mean effect size of the independent variable, cooperative learning selected in this study turned out to be .44. 2. The mean effect sizes of the each model of cooperative learning selected in this study, structural cooperative learning model showed the highest effect size, its effect size being .91. The second highest one is Jigsaw whose effect size is .72. On the other hand, small group cooperative learning was proved to have the lowest effect size in this study. 3. Cooperative learning is effective for academic achievement of elementary school students and highschool students. Cooperative learning is most effective in fine arts subject but less effective in mathematic. 4. Cooperative learning is effective for academic achievement of low learning ability students. 본 연구는 메타분석 방법을 적용하여 협동학습이 학업성취에 미치는 효과를 분석하는데 있다. 본 연구를 수행하기 위하여 2001년도부터 2012년까지 국내에서 발표된 학술논문 48편 가운데 54개의 효과크기 수를 분석하였다. 따라서 본 연구는 다음과 같은 연구 문제를 설정하였다. 첫째, 협동학습이 학업성취에 미치는 전체 평균 효과크기는 어느 정도인가? 둘째, 협동학습 각 모형들이 학업성취에 미치는 평균 효과크기는 어느 정도인가? 셋째, 협동학습 실시 대상의 성별, 학교급별, 실시 교과목에 따라 협동학습의 효과는 어느 정도인가? 넷째, 학생들의 학습능력 정도(상위, 중위, 하위)에 따라 협동학습의 학업성취 효과는 어느 정도인가?본 연구를 통하여 다음과 같은 결론을 얻었다. 첫째, 본 연구에서 설정한 협동학습의 전체 평균 효과크기는 .44(r=.21)로 나타나 실험집단의 효과는 67.00퍼센타일로 17퍼센타일 만큼의 증가를 보였다. 둘째, 협동학습의 모형들 중 학업성취에 가장 큰 효과를 나타내고 있는 모형은 구조중심 협동학습과 Jigsaw로, 타 모형에 비해 학생들의 학업성취에 효과가 큰 모형인 것으로 밝혀졌다. 셋째, 협동학습의 실시 대상 학생들의 성별에 따른 학업성취 효과는 남녀혼합집단이, 실시 대상에 따른 학업성취 효과크기는 초등학교 학생의 학업성취 효과가 가장 큰 것으로 밝혀졌다. 또한 실시교과목에 따라서는 예체능과 과학 교과의 효과크기가 큰 것으로 드러났다. 넷째, 협동학습에 있어서 학생들의 학습능력 수준에 따른 학업성취 효과는 하위집단, 중위집단, 상위집단 순으로 나타났다.

학업성취에 교사관련변인이 미치는 영향에 대한 메타분석

구병두,김수욱 한국농·산업교육학회 2014 농업교육과 인적자원개발 Vol.46 No.4

The purpose of this study was to analyze the effects of academic achievement in teacher related variables using the meta-analysis method. In order to achieve the purpose of this study, 45 master's theses and doctoral dissertation, and 6 academic journal, published from 2001 to March 2014 were analyzed and 126 effect sizes were calculated. The results of this study were as follows: First, The grand mean effect size of the independent variable, teacher related variables selected in this study turned out to be .39. This means that if the average size of effects of the academic achievement of controlled group is 50percentile in the normal distribution, that of the experimental group becomes 65.17percentile. As it were, the latter surpasses the former by 15.17percentile. Second, Teacher related variables are effective for academic achievement of university school students and secondary school students. Teacher related variables are most effective in mathematic subject but less effective in language subject. And master's theses and academic journal' effect size is larger than doctoral dissertation. In this study, teachers related variables for a student's academic achievement at some sort of affect a meta-analysis, presents the results. This study not addressed in the educator of continuing education institutions, as subjects of study needs to be included and excluded from the research by including the large amounts of qualitative research for horizontal integration with quantitative research, all owing teachers arises the need for a follow-up study to discover the need for variable. 본 연구는 메타분석 방법을 적용하여 교사관련변인이 학생의 학업성취에 미치는 효과를 분석하는데 있다. 본 연구를 수행하기 위하여 2001년도부터 2014년까지 국내에서 발표된 석‧박사학위논문과 학술논문 51 가운데 126개의 효과크기 수를 분석하였다. 본 연구의 주요 결과는 다음과 같다. 첫째, 본 연구에서 설정한 교사관련변인의 전체 평균 효과크기는 .39로 나타나 실험처치를 가한 실험집단의 효과는 증가를 보여 교사관련변인이 학업성취에 영향력을 미치는 것으로 판명되었다. 둘째, 교사관련변인이 학생의 학업성취에 미치는 영향에서 학교 급별에 따른 학업성취 효과는 대학교 학생이 가장 큰 것으로 밝혀졌다. 또한 실시교과목에 따라서는 수학과 과학 교과의 평균 효과크기가 다른 교과목에 비하여 큰 것으로 드러났다. 그리고 논문출처에 따른 교사관련변인의 평균 효과크기는 학위논문이 학술논문에 비하여 상대적으로 큰 것으로 밝혀졌다. 본 연구는 교사관련변인이 학생의 학업성취도에 어느 정도 영향을 미치는가에 대한 메타분석결과를 제시하였다. 향후 본 연구에서 다뤄지지 않은 평생교육기관의 교육자를 연구대상으로 포함시킬 필요가 있으며, 연구에서 제외된 많은 질적 연구를 포함시켜 양적연구와의 수평적인 통합을 수행하여 교사관련변인의 영향력을 구명하는 후속연구의 필요성이 제기된다.

MCI(My Class Inventory) 尺度의 韓國語 飜譯妥當度 檢證에 關한 硏究

具炳斗 건국대학교 1988 論文集 Vol.27 No.1

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 subvariables 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 G - elementary school in Seoul. Thus pilot - studied MCI questionaire was given out to 310pupils in fourth, fifth and sixth grades of H - elementary school in Seoul. Among them, 306 were withdrawn and with the five in sufficient excepted, 301 were finally accepted as the object of this study. factor analysis and Pearson's product - moment correlation coefficient were applied to verify the above problems of study. The results are as follows. 1. Among the five factors of MCI, the throe of competition, friction and cohesiveness except the two of satisfaction and difficulty, proved to be inappropriate because of low validity. It is, however, noteworthy that more than half items (20 items, 42.6% 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 friction was -. 42, satisfaction and difficulty -.33, friction and cohesiveness -.47, difficulty and cohesiveness-.24, and lastly, competition and cohesiveness -.04. The correlations except that between competition and cohesiveness proved to be highly significant, showing much higher than 3.291 which is the value of t demanded at the level of p =0.001.

청소년들의 사회적 풍토에 관한 연구

구병두,남민우 한국농·산업교육학회 2003 농업교육과 인적자원개발 Vol.35 No.2

1. 요 약 The purpose of this study is to clarify the difference of the social climates of the adolescence according to sex, age(grade), school type.For the purpose, the study was conducted using questionary survey. Through questionary survey, theoretical and empirical studies were drawn and investigator had three purposes as follows:

자기효능감이 학업성취에 미치는 영향에 대한 메타분석 - 2000년 이후에 발간된 국내 논문을 중심으로 -

구병두,양애경,최종진 한국상담학회 2014 상담학연구 Vol.15 No.5

The purpose of this study was to analyze the effects of self-efficacy in academic achievement using the meta-analysis method. To this end, 142 effect sizes from 61 Masters theses, doctoral dissertations and academic journals published from 2001 to March 2014 were analyzed and calculated. This study set the following questions to be answered. First, the authors wanted to find out how large the grand mean effect size of the independent variable, self-efficacy was to the academic achievement of students. Secondly, the authors wanted to find out how much the differences were in self-efficacy among the students depending on variables such as the student's sex, school grade, curriculum area, dissertation source. The results of this study were as follows: First, the grand mean effect size of the independent variable, self-efficacy selected in this study turned out to be .66. Therefore the effects of the experimental group showed an increase of 24.54 percentile, resulting in 74.54 percentile in total. Second, Self-efficacy is more effective for academic achievement of elementary school students (ES=.68) and high school students (ES=.67), compared to middle school students (ES=.63) or college students (ES=.62). Also, self-efficacy is most effective in subject such as Language (ES= .68) and Social Studies (ES=.66), and less effective in Mathematics (ES=.60) or Science (ES=.46). In summary, one can conclude that with the application of meta-analysis method to the effects of academic achievement which have been subject of many independent researches related to self-efficacy, this study was able to land a much more solid argument. Therefore, this study could be utilized as a reference when consulting academic underachieving students on various factors affecting their work, especially for particular students who lack self-efficacy. This study is also significant in the fact that as a part of its follow-on research, it addresses a certain necessity to develop a consultation strategy to prevent or treat students so that through enhancing their self-efficacy, they can learn to channel any negative sentiments into positive, and eventually become adaptive and flexible individuals. 본 연구는 메타분석 방법을 적용하여 자기효능감이 학업성취에 미치는 효과를 분석하는데 있다. 본 연구를 수행하기 위하여 2001년도부터 2014년까지 국내에서 발표된 석․박사학위논문과 학술논문 61편 가운데 142개의 효과크기 수를 분석하였다. 따라서 본 연구는 다음과 같은 연구 문제를 설정하였다. 첫째, 자기효능감이 학생의 학업성취에 미치는 전체 평균 효과크기는 어느 정도인가? 둘째, 자기효능감이 학생의 학업성취대상의 성별, 학교 급별, 실시 교과목, 논문출처 등의 매개변인에 따른 차이는 어느 정도인가? 본 연구를 통하여 다음과 같은 결론을 얻었다. 첫째, 본 연구에서 설정한 자기효능감의 전체 평균 효과크기는 .66으로 나타나 실험처치를 가한 실험집단의 효과는 74.54퍼센타일로 24.54퍼센타일 만큼의 증가를 보였다. 둘째, 자기효능감이 학생의 학업성취에 미치는 영향에서 학교 급별에 따른 학업성취 효과는 초등학생(ES=.68)과 고등학생(ES=.67)이 중학생(ES=.63)과 대학생(ES=.62)보다 상대적으로 큰 것으로 밝혀졌다. 또한 실시교과목에 따른 자기효능감의 효과는 언어교과(ES=.68)와 사회교과(ES=.66)가 수학교과(ES=.60)와 과학교과(ES=.46)보다 더 큰 것으로 나타났다. 종합해보면, 본 연구를 통해서 얻어진 결과는 그동안 선행된 많은 자기효능감과 관련된 개별연구들의 각기 다른 학업성취 효과를 메타분석을 적용하여 보다 강력한 결론을 내렸다는 점이다. 따라서 본 연구는 학업문제로 고민하는 학생들에게 학습부진의 다양한 이유에 대해 상담할 때 자기효능감이 결여된 학생을 위한 기초자료로 활용될 수 있을 것으로 본다. 또한 향후 후속연구로 자기효능감을 높임으로서 부정적 감정을 전환하여 적응적이고 탄력적인 성인이 되도록 하는 예방 및 치료적 상담 전략 마련에 대한 필요성을 제시하였다는 점에서 의의를 찾을 수 있다.

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.