초등학생의 자기평가가 메타인지와 학업성취도에 미치는 효과

다국어 초록 (Multilingual Abstract)

The purpose of this study was to investigate the effects of the self-assessment on metacognition and academic achievement of elementary students. The specific research problems of interest in this study were as follows:
First, is there any difference between self-assessment activities group and control group on metacognition?
Second, is there any difference between self-assessment activities group and control group on academic achievement?
Third, is there any correlation between metacognition and academic achievement?
The main hypothesis tested were as follows:
(1) The group of self-assessment activities would be higher than the group of non-self-assessment activities on metacognition.
(2) The group of self-assessment activities would be higher than the group of non-self-assessment activities on academic achievement.
(3) There would be significant correlation between metacognition and academic achievement.
The subjects in this study were 64 fifth-grade elementary students. They were assigned equally to experimental and control group. Experimental group had an experience on self-assessment activities for 8 weeks. Control group had a non-self-assessment during that period.
The experimental instruments used in this study were the prior scores of basic metacognition and academic achievement test to verify group homogeneity, the after test of metacognition and academic achievement to identify the treatment effects. The dependent variable was the scores of metacognition and academic achievement. The self-assessment activities were applied to test the effects of treatment concentrating on social studies in the fifth grade elementary students.
The experimental design of this study was pre and post test experimental -control group design. T-test was applied to test differences of pre and post test scores in two groups using SPSS Win 12.0. The significance level was 5%. The main findings obtained from the results and discussion of this study were as follows:
(1) The group of self-assessment activities was higher than the group of non-self-assessment activities on metacognition.
(2) The group of self-assessment activities was higher than the group of non-self-assessment activities on academic achievement.
(3) There was significant correlation between metacognition and academic achievement.
Consequently, it revealed that self-assessment activities were more effective than the non-self-assessment academic activities on metacognition and academic achievement.

목차 (Table of Contents)

• Ⅰ. 서론 = 1
• 1. 연구의 필요성과 목적 = 1
• 2. 연구 문제와 가설 = 4
• 3. 연구의 제한점 = 4
• 4. 용어의 정의 = 5
• Ⅱ. 이론적 배경 = 6
• 1. 수행평가 = 6
• 2. 자기평가 = 16
• 3. 메타인지 = 26
• Ⅲ. 연구 방법 = 34
• 1. 연구 대상 = 34
• 2. 실험 설계 = 34
• 3. 실험 도구 = 35
• 4. 연구 절차 = 36
• 5. 자료 분석 = 41
• Ⅳ. 결과 및 논의 = 42
• 1. 결과 = 42
• 2. 논의 = 44
• Ⅴ. 결론 및 제언 = 48
• 참고문헌 = 50
• 영문 초록 = 53
• <부록1> 자기평가지 ② = 55