자기주도적 협동학습이 내·외향성에 따라 학습태도 및 교우관계에 미치는 영향 = (The) effects of self­-directed cooperative learning on learning attitude and peer relations according to introversion and extroversion

다국어 초록 (Multilingual Abstract)

As society has changed to the age of information and globalization, educational demands have become different and people with a lot of individuality lead social changes. Current education focuses on making personalized, creative, and self­directed students that can adapt and lead social changes, and also pursues results that can be beneficial to all the constituents. This is done by cooperative learning with other people to solve social problems like egoism and being boycotted by his or her friends in the rapid social development.
This study is to find out how effective the discretionary activity program is, by applying the self­directed cooperative learning model on learning attitudes and peer relation improvement according to introversion or extroversion.
For these purposes, the hypothetical questions were as follows:
1. What effect does self­directed cooperative learning have on learning attitudes according to introversion and extroversion?
1-1. Are there any significant differences on the learning attitudes among the self­directed cooperative learning group (experimental group Ⅰ), the self­directed individual learning group (experimental group Ⅱ), and the traditional learning group by teachers (the control group)?
1-2. Are there any significant differences on learning attitudes according to the introversion and extroversion?
1-3. Are there any interactions between the teaching method and the introversion and extroversion in the learning attitudes?
2. What effect does self­directed cooperative learning have on peer relations according to introversion and extroversion?
2-1. Are there any significant differences among on the peer relations among the experimental group Ⅰ, the experimental group Ⅱ, and the control group?
2-2. Are there any significant differences on peer relations according to the introversion and extroversion?
2-3. Are there any interactions between the teaching method and the introversion and extroversion in the peer relations?
To draw the conclusion of the above questions in detail, the effects of discretional activity of the fifth grade students by the self­directed cooperative learning model, on learning attitudes and peer relations, were analyzed according to the personality types, and referring to the bibliography and precedent materials.
For the study, 94 fifth grade students in S elementary school, Jeonju, Jeollabuk­do were designated as a test group, and they took different classes, and were divided into three groups. That is, the self­directed cooperative learning group (experimental group Ⅰ), the self­directed individual learning group (experimental group Ⅱ), and the traditional learning group by teachers (the control group). The grouping of personality types was conducted into introversion and extroversion, using the MMTIC, the test paper for the elementary school students, with the help of a juvenile counselor in the Juvenile Support Center in Imsil.
To analyze data, the personality types measurement test, the learning attitude measurement test, and the peer relations measurement test were conducted. The effects of self­directed learning and cooperative learning on learning attitudes and peer relations were analyzed, according to the personality types, and two-way anova was employed to see the statistical significance of hypothesis Ⅰ and hypothesis Ⅱ.
The results of the study were as follows:
First, there were significant differences among the self­directed cooperative learning group, the self­directed individual learning group, and the traditional learning group by teachers, in that the self­directed cooperative learning effect on learning attitudes was according to the personality types; however, there was no significant difference between the personality types and the learning attitude, even though the academic achievements of extrovert learners were higher than those of introvert learners. Also, there was no interactive effect on the learning attitude between self­directed learning and personality types.
Second, there were significant differences among the self­directed cooperative learning group, the self­directed individual learning group, and the control, in that the self­directed cooperative learning effect on peer relations was according to the personality types. There were also significant differences on the peer relations between extrovert learners and introvert learners; however, there was no interactive effect on the peer relations between the treatment of the learning attitude and the personality types.
This study thus finds out that self­directed learning can give students opportunities if they try to make, do, review, and revise each of their plans or strategies in person. Cooperative learning, also, provides each group, not the individual, the opportunity to get to know each other in communication and discussion, and therefore, they can have some effect on improving children's trust, intimacy, and self­efficacy. Through group activity, students can have affirmative points of view on community life, and their peer relations can be better also.
Nowadays, therefore, the teaching model of self­directed cooperative learning will improve the way of the students' academic achievements and solve the problem of their social problems, such as, being boycotted by other friends and school violence.

Key words: Self­Directed Learning, Cooperative Learning,
Learning Attitude, Peer Relation, Introversion, Extroversion.

목차 (Table of Contents)

• 목 차
• 표목차 = ⅲ
• 그림목차 = ⅴ
• ABSTRACT = ⅵ
• Ⅰ. 서론 = 1
• 1. 연구의 필요성 = 1
• 2. 연구의 문제 = 5
• Ⅱ. 이론적 배경 = 7
• 1. 자기주도 학습과 학습태도 및 교우관계 = 7
• 2. 협동학습과 학습태도 및 교우관계 = 23
• 3. 내·외향성과 학습태도 및 교우관계 = 37
• 4. 자기주도적 협동학습 모형 = 43
• Ⅲ. 연구 가설 = 46
• Ⅳ. 연구 방법 = 50
• 1. 연구 대상 = 50
• 2. 실험 설계 = 51
• 3. 측정 도구 = 52
• 4. 실험 처치 = 54
• 5. 자료 분석 = 65
• Ⅴ. 연구결과 = 66
• 1. 자기주도적 협동학습이 내․외향성에 따라 학습태도에 미치는 영향 = 66
• 2. 자기주도적 협동학습이 내․외향성에 따라 교우관계에 미치는 영향 = 74
• Ⅵ. 논의 = 84
• Ⅶ. 결론 및 제언 = 89
• 1. 결론 = 89
• 2. 제언 = 91
• 참 고 문 헌 = 93
• 부 록 = 103