실업계 학습부진 고등학생의 자기 및 학습환경에 대한 지각 = (The) Industrial High-School Under Achievement Students Perception of Themselves and the Learning Circumstances

다국어 초록 (Multilingual Abstract)

This study aims at searching for the available educational methods and improvement, Through analyzing the perception about the students themselves and the learning circumstances in return for the industrial high-school under achievement Students.
The target group of this studying is afresh man group of a industrial high-school located in Chang-Won, Kyungsangnam-Do, and the researching period is 1 month of April, 2004. During this period, I researcher took in the questionnaire papers, which were released to the industrial high-school student total: 178persons(Man: 81persons, Woman: 87persons) that had been extracted through testing paper of the basic learning disability to find out the causes for the learning disability of the industrial high-school students.
The collected data were carried out the element analysis in order to prove the constitution factor propriety by using the SPSSWIN 10.0 and the reliance test was carried out through CRONBACH'a in order to test the appropriateness of the questionnaire by analyzing it. also, by the difference of the family that the students include in, the parents marriage status (divorce or not), the parents job, the parents incomes, the parents living or not, I carried t-test, colligated variable analysis. And I analyzed the traits of the main causes through the disability student himself ,the family circumstances, class, school traits of the disability student and interpreted the outcome that influences most in the learning disability for the each cause by the multiple recursion analysis.
As a result of analyzing the perception about the students themselves and the learning circumstances of the industrial high-school under achievement students, I can conclude in the following results.
First, in analysis of the under achievement sector of the industrial high-school under-achievement sdents, the most influential factor is the family circumstance, and then the class, the school, the learner. and i could know that all these factors are the important ones for the under achievement students due to these reacted on beyond the middle, in the experiment factors.
Second, in analysis of the perception of the students themselves and the leaning circumstances according to the general characteristics of the industrial high-school under achievement students. there were the meaningful difference among the student factor, family circumstance factor, the class factor, the school factor by each variable. Especially, there was a meaningful difference about the perception of the family circumstances according to the parents marriage status(divorced or not), the fathers job and the mothers diploma, economic degree, and also according to sex(male ＆ female), there was a difference about the perception of the class circumstance and the school.
Third, in relation to the learning under achievement factors of the industrial high-school under achievement students, I could blow that there were positive relations among the students factor, the family circumstances factor, the class factor, the school factor in the learning achievement. Therefore, I could find out that these variables are important factors in the Under-achievement students. especially, the cerebral factor of the field of sub-category of the students, and the curriculum factor of the sub-category of class and the psychological factor of the sub-category of the school, because these 3 factors are related highly with the learning achievement, if these factors are improved, we can expect that the under achievement students can achieve a higher learning achievement.
Fourth, the variable sequence that affects to the teaming achievement of the industrial high-school under achievement students is the class factor, the learner factor, the school factor. as results, I could expect that if the learner factor, the class factor, school circumstances factor be improved, the teaming achievement can be enhanced. on the contrary, the variable sequence that Influences on the achievement in the sub-category of the learning under achievement was found out as human factor, curriculum factor. that is, we can expect that if the human factor and curriculum factor are improved, the learning achievement can be enhanced.

목차 (Table of Contents)

• 목차 = ⅰ
• Ⅰ. 서론 = 1
• 1. 연구의 필요성과 목적 = 1
• 2. 연구 문제 = 3
• 3. 연구의 제한점 = 3
• Ⅱ. 이론적 배경 = 4
• 1. 학습부진아의 개념 = 4
• 2. 학습부진아의 특성 = 6
• 3. 실업계 고등학생의 학습부진 원인 = 8
• Ⅲ. 연구방법 = 15
• 1. 연구대상 = 15
• 2. 연구도구 = 17
• 3. 연구절차 = 22
• 4. 자료처리 = 23
• Ⅳ. 연구결과 및 논의 = 24
• 1. 학습부진영역에 대한 지각 = 24
• 2. 자기 및 학습환경에 대한 지각 분석 = 26
• 3. 학습부진영역의 관계 = 34
• 4. 학업성취에 영향을 미치는 학습부진영역 = 36
• 5. 논의 = 38
• Ⅴ. 요약 및 결론 = 40
• 참고문헌 = 42
• Abstract = 45
• 부록 = 48