고등학생의 자기주도적 학습과 선수학습수준에 따른 학업성취도 및 학습선호도에 관한 연구 = (A) Study of Self-Directed Learning and The Level of Previous Learning on High School Students' Learning Performance and Preference

다국어 초록 (Multilingual Abstract)

The purpose of this study was to examine the necessity for self-directed learning as an alternative plan for the realization of learning society in the social situation based on knowledge, and to verify the effect of learning performance degree, self-direction and preference degree for learning by applying self-directed learning and to grope for effective method by finding the preference degree for learning and the self-direction of high school students.
The object of this study were four classes of the first grade students of N high school in Susung-Gu, Taegu and treated the teacher-directed learning for comparative group and the self-directed learning for experimental group. The model of causal design for the experimental plan was applied by treatments-blocks designs. The experimental period was from March 9 to April 3, and the self-direction and preference degree for learning were enforced through the estimation before and after. The test of learning achievement was enforced in four groups at the same time after the experimental steps.
The result of test was processed with by SPSS/PC^(+) and used the ANOVA and ANCOVA to verify the differences within the group and between the groups, producing the means, standard deviation of the statistical results. And Pearson's relative calculation was enforced to verify corelations of the learning achievement, self-direction and preference degree for learning.
The following is the result of the study.
First, there was significant difference in the learning performance degree for learning through the self-directed learning and teacher-directed learning in the mathematics of high school. The learning performance degree of self-directed learning group showed higher. We can watch for a possibility of application to self-directed learning by the character of the regular course in this result.
Second, the learning performance in the mathematics by the level of previous learning was significant difference.
Third, there was no significant difference statistically in self-direction and preference's degree for learning by the level of previous learning and the learning type.
According to such result, we can recognize that self-direction and preference degree for learning as a complex of person's character by various causes have difficulty in rising efficacy in a relatively short span of time.
Nevertheless, self-direction and preference degree for learning can be elevated in a good teaching-learning situation which given the leadership and control right to the students.
Fourth, there was no significant difference statistically in the influence of self-directed and teacher-directed learning by the level of previous learning, as it were, they didn't influence to self-direction and learning performance Fifth, self-direction and preference's degree for study showed high like that high learning performance.

목차 (Table of Contents)

• 목차 = ⅰ
• Abstract = ⅳ
• Ⅰ. 서론 = 1
• 1. 연구의 필요성 및 목적 = 1
• 2. 연구문제 = 4
• 3. 연구가설 = 4
• 4. 연구의 제한점 = 5
• Ⅱ. 이론적 배경 = 6
• 1. 자기주도적 학습의 이론적 기초와 의의 = 6
• 2. 자기주도적 학습과 학업성취도와의 관계 = 39
• 3. 고등학생의 학업특성과 자기주도적 학습능력 = 42
• Ⅲ. 연구방법 = 49
• 1. 연구대상 = 49
• 2. 검사도구 = 49
• 3. 실험설계 및 절차 = 52
• 4. 자료분석 = 54
• Ⅳ. 결과 및 논의 = 55
• 1. 결과 = 55
• 2. 논의 = 60
• Ⅴ. 결론 및 제언 = 67
• 1. 요약 및 결론 = 67
• 2. 제언 = 68
• 참고문헌 = 70
• 부록 = 83