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교사의 矯正的 피드백이 자기 효능감 향상과 학업성취에 미치는 영향
신동로,서길주 한국교육과정학회 2001 교육과정연구 Vol.19 No.1
본 연구의 목적은 교수의 중요 과정으로서의 피드백의 교육적 중요성 인식 및 이에 대한 이론적 배경을 살펴보고 교사의 교정적 피드백유형이 수학에 대한 자기 효능감 및 학업성취 향상에 어떤 영향을 주는지 파악함으로서 피드백이 교수·학습활동에 보라 적극적으로 활용될 수 있는 기초자료를 제공하는 데 있다. 연구문제는 다음과 같다. 1. 교사의 교정적 피드백은 자기 효능감 향상에 영향을 미치는가? 2. 교사의 교정적 피드백은 학업성취향상에 영향을 미치는가? 3. 교사의 교정적 피드백은 성별에 따라 자기 효능감과 학업성취에 어떤 영향을 주는가? 본 연구는 시내 J초등학교와 D초등학교 5학년 학급 중 각 2개 학급씩을 선정해서 한 반은 실험반, 나머지 한 반은 통제반으로 할당했다. 연구도구로는 자기 효능감 검사와 학업성취도에 대해서 사전·사후검사를 사용했다. 자료분석은 실험처치에 따른 자기 효능감, 학업성취도의 차이분석을 위해 변량 분석과 T-test를 실시하였으며 확인된 결과는 다음과 같다. 첫째, 교사의 교정적 피드백를 받은 집단이 그렇지 못한 집단에 비해 수학에 대한 자기 효능감이 높게 나타났다. 둘째, 교사의 교정적 피드백을 받은 집단이 그렇지 못한 집단에 비해 수학에 대한 학업성취도가 높게 나타났다. 셋째, 교사의 교정적 피드백을 받은 집단에 있어서 자기 효능감과 학업성취에 대한 성별 차이를 보면 자아 효능감에는 차이를 보이지 않았으나 학업성취도에는 성별 차이가 있었으며 여자가 남자보다 더 효과가 있었다. 종합하면, 교사의 교정적 피드백은 수학에 대한 자기 효능감과 학업성취 향상에 기여함을 알 수 있었다. 따라서 교사는 학습자가 반응한 결과에 도달하기 위해 사용한 인지적 과정에 대한 교정적 피드백을 제공하고 학습상황에 적절한 피드백 방법을 계속 연구할 필요가 있다. The purpose of this study was to investigate educational, basic background of feedback and effects of teacher's corrective feedback on sense of self -efficacy and academic achievement toward mathematics subject and to provide basic material which feedback can apply to teaching learning activity. The research questions were as follows: 1. Is there any difference in Sense of Self -Efficacy toward Mathematics subject between the Experimental group[EG] received teacher's corrective feedback and Control group not received?. 2. Is there any difference in Academic Achievement toward Mathematics subject between EG and CG. 3. Is there any difference in Sense of Self-efficacy and academic achievement toward mathematics subject between sex in EG. Fifth grade were selected (EG; 78, CG; 77) in 2 elementary schools located at Jeonju city. Previous survey(Sense of Self-Efficacy and academic achievement toward mathematics subject) was carried out and the result between selected schools were alike. The instruments for this study were self-efficacy questionnaire and Academic Achievement toward Mathematics subject. Statistical analysis for test analysis was performed by the technique of T-test The major findings of this study were as follows: 1. There was a significant difference(p<.05) between EG and CG, namely, the experimental group was higher than the control group in sense of self-efficacy. 2. There was a significant difference(p<.05) between EG and CG. In other word, the experimental group was higher than the control group in mathematics performance. 3. In case of difference in sense of self-efficacy and academic achievement toward Mathematics subject between sex in the experimental group, there was no significant difference between sex in Sense of Self -Efficacy. But there was significant difference between sex in Academic Achievement. That is, the female was higher than male in Academic Achievement. In sum up these results, Teacher's Corrective Feedback contributed to fostering Sense of Self-Efficacy and Academic Achievement toward Mathematics subject. Therefore the teacher need to operate corrective feedback about cognitive process of learner and to study feedback methods which are suitable to a given learning environment. However, for the more systematic search for the influence of feedback, the further study of this kind under more valid experimental conditions with more elaborate stimulus will be needed.
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STAD 협동학습 방법이 학생의 인지적·정의적 영역에 미치는 효과
신동로,김강식,서길주 全北大學校 敎育大學院 2001 敎育論叢 Vol.21 No.-
The purpose of this study was to investigate the effects of STAD cooperative learning on student's cognitive(english academic achivement) and affective domain and to provide basic material which cooperative learning can apply to teaching learning activity. The research questions were as follows. 1. Is there any difference in cognitive(english academic achievement) between STAD cooperative learning group[EG] and traditional learning group[CG]? 2. Is there any difference in affective domain(sense of self-esteem, learning attitude, friend relationship) between STAD cooperative learning group[EG] and traditional learning group[CG]? First grade were selected (EG; 30, CG; 30) in middle school located at Chonju city. Previous survey(english academic achievement, sense of self-esteem, learning attitude, friend relationship) was carried out and the result between selected schools were alike. The instruments for this study were sense of self-esteem, learning attitude, friend relationship questionnaire and academic achievement toward english subject. Statistical analysis was performed by ANOVA. The major findings of the study were as follows: 1. There was a significant difference between EG and CG, namely, the experimental group was higher than the control group in academic achievement toward english subject. 2. There was a significant difference between EG and CG. In other word, the experimental group was positive than the control group in sense of self-esteem, learning attitude, friend relationship. In sum up, the cooperative learning situation was effective than traditional learning situation on student's cognitive and affective domain, therefore, the STAD cooperative learning should be considered as a teaching·learning strategy for the development of student's cognitive and affective domain[sense of self-esteem, learning attitude, friend relationship].
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