수준별 소집단 협동학습이 수학교과의 성취도에 미치는 영향 = (The) Effect of cooperation learning of level-based small groups on achievement in mathematics

다국어 초록 (Multilingual Abstract)

This thesis concentrates on the effect of cooperation learning for achievement in Mathematics. The purpose of this study is to verify statistically whether there is any difference between the cooperation learning of level-based small groups and the traditional teaching method in the achievement in Mathematics without moving to another changing classroom in a small school.
The procedure of this research consists of three parts. We performed the pre-examination before experiment. And the experiments is performed by three learning methods for the corresponding classes. And then the scores of post-examination after experiment are compared with those of pre-examination.
For the experiment of learning, we considered the three class; the control class under the traditional(uniformly teacher-driven) teaching method, the second class divided by small groups using scores of achievement in Mathematics, and the third class divided by small groups using the self-regulation learning ability.
In order to make small groups in the second class, students were divided into 5 small groups by scholastic achievement, which are homogeneous in a small group but heterogeneous among small groups. For the third class, students were divided into 5 small groups, which are homogeneous in a small group but heterogeneous between groups by the cluster analysis using their results of self-regulation learning ability test which are offered by Korea Institute of Curriculum.
The ANOVA, ANCOVA and some statistical techniques are applied to the comparison and to analysis the scores of pre- and post-examination. In ANCOVA, the scores of pre-examination are used as covariates.
As the results of statistical analysis, several characteristics are given as follows. Firstly, there was a meaningful difference shown among the achievements of the three classes after experiments were executed. Specially, the cooperative learning of small groups by scholastic achievement showed a meaningful difference in scholastic achievement compared to the standard teaching methods. But there was not statistically significant difference shown in self-regulation learning ability. Secondly, after the cooperative learning of small groups by scholastic achievement was conducted, there was improved findings of all the groups but not statistically significant in the scholastic achievement of small groups and self-regulation learning ability. Thirdly, after the cooperative learning of small groups by self-regulation learning abilities was conducted, there was a statistically meaningful difference shown in scholastic achievement of small groups but it was not shown in self-regulation learning abilities of small groups.

목차 (Table of Contents)

• 제 1 장 서 론 1
• 1.1 연구의 필요성 및 목적 1
• 1.2 연구문제 4
• 1.3 용어의 정의 5
• 1.4 연구의 제한 5
• 제 2 장 이론적 배경 6
• 2.1 자기조절학습 6
• 2.1.1 자기조절학습의 개념 6
• 2.1.2 자기조절학습 전략 및 모형 7
• 2.1.3. 선행연구 10
• 2.2 수준별 수업 12
• 2.2.1 수준별 교육과정의 개념 12
• 2.2.2 수준별 교육과정의 유형 13
• 2.2.3 수학과 수준별 교육과정의 편성과 운영 15
• 2.2.4 선행연구 17
• 2.3 협동학습 19
• 2.3.1 협동학습의 개념 19
• 2.3.2 협동학습의 유형과 의의 20
• 제 3 장 연구가설과 연구방법 22
• 3.1 연구가설 22
• 3.2 검사도구 22
• 3.2.1 성취도 검사 22
• 3.2.2 자기조절학습능력 검사 23
• 3.3 대상 및 기간 25
• 3.4 실험설계 26
• 3.5 연구절차 26
• 3.5.1 세 집단에 대한 사전성취도 및 자기조절학습능력에 대한 기초통계 분석 27
• 3.5.2 처리집단에 따른 소집단 편성 28
• 3.5.3 처리집단별 수업 운영 32
• 3.5.4 분석 방법 35
• 제 4 장 실증적 연구결과 분석 37
• 4.1 가설에 대한 결과분석 37
• 4.1.1 [가설 1]의 검증 37
• 4.1.2 [가설 2]의 검증 41
• 4.1.3 [가설 3]의 검증 44
• 4.2 추가적 결과분석 48
• 4.2.1 교육방법에 따른 세 집단별 교육의 효과분석 48
• 4.2.2 성취수준에 따른 소집단별 교육의 효과분석 49
• 4.2.3 자기조절학습능력에 따른 소집단별 교육의 효과분석 50
• 제 5 장 결 론 53
• 참고 문헌 57
• 부 록 63
• 영문 초록 67