협동학습 전략과 집단편성 방법이 학습자의 학습능력 수준에 따라 학업성취에 미치는 효과 = (The) Effects of Cooperative Learning and Grouping Method on the Academic Achievement of Students of Different Learning Ability

다국어 초록 (Multilingual Abstract)

The general purpose of this study to invesigate the effect of cooperative learning and grouping methed on the academic achievement of student of different learning ability.
The specific purposes are as follows;
1) to analyze the effects of cooperative learning and small-group learning on academic achievement of students.
2) to analyze the effects of homogeneous ability grouping in class and heterogeneous ability grouping in class on academic achievement of students.
3) to analyze the effects of cooperative learning and grouping method on the academic achievement of student of learning ability.
This study employed a 2×2×3 treatment by blocks designs. The between-subjects factors included method of learning strategy(cooperative learning, small-group learning). grouping method(homogeneous ability grouping, heterogeneous ability grouping). The within-subject factor is a learning ability(high, medium, low). The sample for this study consisted of 140 students in the second grade of middle school in Jeju. The students were given the treatment of learning strategy(cooperative learning, small-group learning) and grouping method(homogeneous ability grouping, heterogeneous ability grouping) 4 times a week for 6 weeks for a total 24 hours of treatment. Student were separated into three ability groups on the basis of their pretest scores. The heterogeneous ability grouping conditions consisted of learning groups of 4-5 students each to include high, medium and low pretest stores. Groups within the homogeneous ability grouping conditions were created by organizing students with others of same ability.
The data analysis consisted of a 2(cooperative learning, small-group learning) × 2(homogeneous ability grouping, heterogeneous ability grouping) × 3(learning ability) ANOYA on science scores in crossed and nested designs.
The results of this study are summarized as follows.
1) The performance of science materials with students of cooperative learning was higher than of small-group learning.
2) The performance of science materials with students of heterogeneous ability grouping was not higher than that of homogeneous ability grouping
3) The performance of science materials of medium, low ability students with cooperative learning was higher than that of students with small-group learning, but the performance of science materials of high ability students with cooperative learning, was not higher than that of students with small-group learning.
4) The performance of science materials of high, medium and low ability student with heterogeneous ability grouping was not higher than that of students with homogeneous ability grouping.

목차 (Table of Contents)

• 차례 = Ⅰ
• Ⅰ. 서론 = 1
• 1. 문제의 제기 = 1
• 2. 연구의 목적 = 7
• 3. 용어의 정의 = 9
• Ⅱ. 이론적 배경 = 12
• 1. 협동학습 = 12
• 1.1 협동학습의 필요성 = 13
• 1.2 협동학습에서 동기적 관점과 발달적 관점 = 19
• 1.3 협동학습과 소집단학습 = 23
• 1.4 협동학습의 효과 = 29
• 2. 집단편성 = 36
• 2.1 능력별 집단편성의 교육적 효과에 대한 가정 = 37
• 2.2 능력별 집단편성의 수월성과 공평성 = 39
• 2.3 능력별 집단편성과 학업성취의 효과 = 44
• 2.4 능력별 집단편성과 학업성취의 효과에 대한 함의 = 51
• 2.5 집단편성과 협동학습 = 55
• Ⅲ. 연구가설 = 60
• Ⅳ. 연구방법 = 62
• 1. 실험설계 = 62
• 2. 연구대상 = 63
• 3. 연구절차 = 68
• 3.1 실험기간 및 내용 = 68
• 3.2 각 실험집단의 소집단 구성 = 69
• 3.3 수업절차 = 71
• 3.4 측정도구 = 76
• 4. 자료분석 = 77
• Ⅴ. 연구결과 및 해석 = 78
• Ⅵ. 논의 = 90
• Ⅶ. 결론 및 제언 = 96
• 1. 결론 = 96
• 2. 제언 = 97
• 참고문헌 = 100
• Abstract = 121
• 부록 = 124

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