교수－학습 관련변인이 학업성취에 미치는 영향에 대한 메타분석 = The Effect of Teaching-Learning Related Variables on Academic Achievement Through Meta-Analysis

국문 초록 (Abstract)

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?

다국어 초록 (Multilingual Abstract)

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.