TAI 협동학습이 아동의 수학과 학업성취와 자아존중감에 미치는 효과

다국어 초록 (Multilingual Abstract)

The purpose of this study was to investigate the effects of the TAI(Team - Assisted Individualization) on the academic achievement of elementary mathematics and self-esteem. The specific research problems of interest in this study were as follows;
First, is there any difference between the group of TAI and that of traditional instruction by ability on the academic achievement of mathematics?
Second, is there any difference between the group of TAI and that of traditional instruction by ability on self-esteem?
The main hypotheses tested were as follows:
(1) The high group of TAI would be higher than that of traditional instruction on the academic achievement of mathematics.
(2) The low group of TAI would be higher than that of traditional Instruction on the academic achievement of mathematics.
(3) The high group of TAI would be higher than that of traditional instruction on self-esteem.
(4) The low group of TAI would be higher than that of traditional instruction on self-esteem.
The subjects in this study were 80(2 class) second-grade elementary school students. Each class was assigned to the experimental and control groups. Experimental group had a TAI cooperative learning and control group had a traditional instruction.
The experimental instruments used in this study were the prior scores of achievement test and self-esteem inventory to verify group homogeneity, posttest of achievement and self-esteem to identify the treatment effects. The dependent variable was the scores of achievement test and self-esteem inventory. The TAI cooperative learning method was applied to test the effects of treatment.
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 9.0. The significance level was 5%.
The main findings obtained from the results and discussion of this study were as follows:
(1) The high group of TAI was higher than that of traditional instruction on the academic achievement of mathematics.
(2) The low group of TAI was higher than that of traditional instruction on the academic achievement of mathematics.
(3) There was no significant difference between the high group of TAI and that of traditional instruction on self-esteem.
(4) The low group of TAI was higher than that of traditional instruction on self-esteem.
Consequently, while research hypothesis 3 was rejected, hypotheses 1, 2, 4 were accepted.

목차 (Table of Contents)

• 목차
• I. 서론 = 1
• 1. 연구의 필요성과 목적 = 1
• 2. 연구 문제와 가설 = 4
• 3. 용어의 정의 = 5
• 4. 연구의 제한점 = 6
• II. 이론적 배경 = 7
• 1. 협동학습과 TAI = 7
• 2. TAI 협동학습과 학업성취 = 21
• 3. TAI 협동학습과 자아존중감 = 26
• III. 연구 방법 = 29
• 1. 실험 대상 = 29
• 2. 실험 설계 = 30
• 3. 실험 도구 = 31
• 4. 실험 절차 = 33
• 5. 자료 분석 = 37
• IV. 결과 및 논의 = 38
• 1. 결과 = 38
• 2. 논의 = 40
• V. 결론 및 제언 = 45
• 참고문헌 = 47
• 영문초록 = 49
• 부록 = 51