또래 협동학습이 학습부진아의 자아효능감과 사회성 향상에 미치는 영향 = The Effects of Cooperative Learning on Self-Efficacy and Improvement of Sociability of Underachievers

다국어 초록 (Multilingual Abstract)

The purpose of this study is to identify the effects of Cooperative Learning on underachievers' self-efficacy and improvement of sociability.
The following problems were formulated on the basis of the related literature and previous research findings.
First, what effects does Cooperative Learning have on underachievers' self-efficacy?
Secondly, what effects does Cooperative Learning have on underachievers' improvement of sociability?
For this purpose, I conducted 'Scholastic Apititude Test by the Office of Education' on forth grade elementary students in Jeju. Twenty students were selected whose academic achievement in four subjects was less than 60% and those whose grades belonged to the lowest 20%. Assigning 10 from one class to the experimental group and 10 from another class to the control group, The Cooperative Learning program took place for 8 weeks, two times a week, for a total 16 times.
We tested the effect of Cooperative Learning program through a pre-test and a post-test. The measurement tool for the self-efficacy was questionnaires created by Shere and Maddux(1982) and the one that Cheong Teak Hee(1987) have manufactured. The sociability examination tool refers to the diagnostic check of subsistence guidance which was manufactured by Kim Hak Soo and Lee Yoon Soo(1975) and was used as a sociability measurment tool for elementary school children.
The findings of this study were as follows:
First, Cooperative Learning program had a positive effect on underachievers' self-efficacy. Cooperative Learning improves the positiveness and the participation in lesson the teachers for underachivers, social interaction with normal children of underachivers and accomplishment of underachivers. Through this process, Cooperative Learning improves self-efficacy.
Secondly, Cooperative Learning program had a positive effect on underachievers' improvement of sociability. As seen in this research, their sense of cooperation, law observance, and spontaneity are closely related to Cooperative Learning. Thus, Cooperative Learning enables normal children and underachievers to understand and consider each other.
In conclusion, it was found that underachievers' self-efficacy and improvement of sociability can be improved through Cooperative Learning in classroom activities.

목차 (Table of Contents)

• Ⅰ. 서론 = 1
• 1. 연구의 필요성 = 1
• 2. 연구의 목적 = 4
• 3. 용어의 정의 = 4
• Ⅱ. 이론적 배경 = 6
• 1. 협동학습의 개념과 유형 = 6
• 2. 자아효능감 = 14
• 3. 사회성 = 17
• 4. 협동학습과 학습부진아 = 19
• Ⅲ. 연구방법 = 25
• 1. 연구 대상 = 25
• 2. 연구 설계 = 26
• 3. 연구 도구 = 27
• 4. 연구 절차 = 32
• 5. 자료처리 = 32
• Ⅳ. 연구 결과 및 논의 = 34
• 1. 또래 협동학습이 학습부진아의 자아효능감에 미치는 영향 = 34
• 2. 또래 협동학습이 학습부진아의 사회성에 미치는 영향 = 37
• 3. 논의 = 44
• Ⅴ. 결론 및 제언 = 46
• 1. 결론 = 46
• 2. 제언 = 47
• 참고문헌 = 48
• 영문초록 = 53
• 부록 = 55