STAD 협동학습이 수학과 학업성취에 미치는 효과

다국어 초록 (Multilingual Abstract)

The future society has been called knowledge-based society, which is led by the power of education so nothing more important than education. To foster future-oriented people who shows creatively their own abilities, the role of education must be changed.
Today the school education emphasizes on various teaching plan for the education for the whole man and creativity but the class still be initiated by a teacher-led lecture.
Now with getting rid of the teacher-led fragmentary traditional method, the teaching method should be renovated to faster students' unlimited potentiality by developing active and positive research activity which lets students thick discuss and solve the questions.
To find out the meanings and effects on mathematics achievement, 68 middle school students in the first grade were chosen and divided into two groups of the cooperative learning class and the traditional one.
The study was set up and developed as follows.
First, abstract the commonness on this study area from the math text book is used for the first grade in the middle school process and then reorganize suitably the text book for the STAD(student Teams Achivement Division) cooperative learning model.
Second, the classroom is organized by the cooperative learning principle and developed the level-based teaching plan with the reformed materials.
Third, after developing the teaching learning plan then measure the achievement on the cooperative learning group and the traditional one.
This study verifies the effect between the learner and the teaching learning plan.
On the basis of the research process mentioned above, this study verified that the difference of average of the two groups is the same through t-test and also to fine out the difference on the mathematical scholar achievement between the cooperative learning group and the teacher-led traditional group, the impartial variation was used for the preliminary test and dome analysis of the reliability on the posttest with calculating Cronbach a coefficient has shown the high reliability; a =.8585
The findings of this study were summarized as follows.
The cooperative learning has influenced on greater mathematical scholar achievement from all groups, which are high-level, middle-level and low-level than teacher-led lecture. Especially the cooperative learning helps the low-level students to improve their basic scholar ability and solve their questions as well. Besides it shows the hopeful result solving the personal difference in the classroom. The reason is that through the cooperative peer activity, students can enhance the motivation as well as have so many opportunities in class.
The cooperative learning group elevated more effective scholar achievement on math than the group elevated more effective scholar achievement on math than the group undone the cooperative learning but cooperative learning don't influence significantly on meaningful difference between male and female.

목차 (Table of Contents)

• 목차
• I. 서론 = 1
• 1. 연구의 필요성 및 목적 = 1
• 2. 연구의 문제 = 1
• 3. 연구의 제한점 = 4
• II. 이론적 배경 = 5
• 1. 협동학습의 개념 = 5
• 2. 협동학습의 특징 = 9
• 3. 협동학습의 모형 = 11
• 4. 협동학습의 교육적 효과 = 17
• 5. 협동학습과 학업성취에 관한 선행연구 = 19
• III. 연구방법 및 절차 = 21
• 1. 연구대상 = 21
• 2. 연구기간 = 22
• 3. 실험설계 = 22
• 4. 측정도구 = 22
• 5. 실험처치 = 24
• 6. 통계처리 = 33
• IV. 연구결과 및 논의 = 34
• 1. 연구결과 = 34
• 2. 논의 = 39
• V. 요약 및 결론 = 40
• 1. 요약 = 40
• 2. 결론 = 41
• 3. 제언 = 42
• 참고문헌 = 43
• ABSTRACT = 46
• 부록 = 48