웹 기반 자기조절학습전략프로그램이 학업성취도, 자기조절학습능력, 과학 불안 및 생물 흥미도에 미치는 영향 = Effects of the Web-based Self-Regulated Learning Strategy Program on Student`s Achievement, self-Regulated Learning ability, Science Anxiety, and Interest in Biology

국문 초록 (Abstract)

본 연구는 학습자의 자기주도성이 요구되는 웹 기반 학습의 효율성을 높이기 위해 자기조절학습 전략을 통합하여 학습자 스스로 자신의 학습 목표 설정, 학습 내용 정리 및 자기평가의 기회를 제공하는 웹 기반 자기조절학습전략(web SRL-S) 프로그램을 개발하였다. 개발된 프로그램의 효과 검증을 위해 일반계 남자 고등학생 138명을 두 집단으로 나누어 비교집단에는 전통적 교사 중심의 수업을, 실험집단에는 웹 기반 자기조절학습전략 프로그램을 적용하였다. 그 결과 수업 처치 전 자기조절학습능력, 학업성취도, 과학 불안, 생물 흥미도에서 두 집단 간에는 통계적으로 유의미한 차이가 나타나지 않았으나, 사후 검사에서는 실험집단의 학업성취도, 자기조절학습능력 및 생물 흥미도에서 비교집단보다 유의미한 수준에서 높게 나타났으며, 과학 불안은 실험집단이 비교집단보다 낮은 것으로 조사되었다.

다국어 초록 (Multilingual Abstract)

The purpose of this research was to analyze the effects of the web-based self-regulated learning strategy(web SRL-S) program on the achievement, self-regulated learning ability, science anxiety, and interest in biology in order to improve learners` achievement. 138 high school students of four 10th grade classes in Busan participated in the study: two classes(70 persons) as control group and two classes(68 persons) as an experimental group. The web SRL-S program was only applied to the experimental group and the control group was taught with the traditional teaching method mainly by the teacher`s lecture. To analyze the effects of the web SRL-S program, the pre- and post-test of the student`s achievement, self-regulated learning ability, science anxiety, and interest in biology were given to both groups. As a result, there was no significant difference in the pre-test scores of the two groups. However the post-test scores of experimental group were higher than those of the control group in the achievement, self-regulated learning ability, and interest in biology and lower than that of control group in the science anxiety. Therefore, the web SRL-S program made a positive effect on the student`s achievement, self-regulated learning ability, science anxiety and interest in biology.