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도정기 한국아동교육학회 1995 아동교육 Vol.4 No.2
This study aims at finding what effect metacognitive training has on raising the achievement level of arithmetic and what differences the effect produces depending on operation, connaction, measurement. The followings are the hypotheses of this study First, the group of metacognitive training strategy will show a higher degree of achievement over the group of conventional training strategy. Second, The effect reflected in the achievement in arithmetic by the metacognitive training strategy will differ depending on the domains of the subject. Eighty-two students in the sixth grade of C Primary school in Chung Do- gun, Kyung Sang Buk-do were chosen to be assigned forty-one each to the group of metacognitive training strategy and that of conventional training strategy. the two groups were confirmed to be of the same quality in the pre-test scores. The teaching material consisted mainly of the basic principles in the domains of subjects of operation, connaction, measurement in arithmetic. The volume of study was assigned forty minutes per hour, same as ordinary class time, for a total of ttt~elve hours over a period of two weeks : the pattern for solving arithmetic problems was applied to the group of metacognitive training straining strategy and the conventional training pattern to group of conventional training strategy. The results of the post-test one day after the training period and the delayed-test two weeks following the period were used as data for verifying the achievements in the domain of arithmetic. Dual change quantity were analysed with two training strategy(metacognitive, conventional) and three domain of subjects(operation. connaction, measurement). t-tests were need to test the significance of the difference between Two Strategies (metacognitive training, conventional training) within each domain of the subject. The following conclusion was obtained through interpretation of the results of verification First, the metacognitive training strategy proved to be more effective than the conventional training strategy in raising the achievement level. Second, the metacognitive training strategy lasts after two weeks onward in its effectiveness. Third, Bolth metacognitive training strategy and conventional training strategy mode little difference in effect in the domain of operation, but in the domains connaction, measurement metacognitive training strategy proved more effective. Fourth, The effect in achievements by the domain of subjects of the metacognitive training strategy continues after two weeks on.
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