사회과에서 협동학습이 남녀 학생들의 학업성취도에 미치는 효과 비교 = Effect of Cooperative Learning of Social Studies on Academic Achievement of Middle School Students

다국어 초록 (Multilingual Abstract)

In this study, a jigsaw was used I order to empirically analyze an effect of cooperative learning of social studies on academic achievement of male and female students. Therefore, the study aims to find out the effect of classes with a cooperative learning model on academic achievement of male and female students.
In order to achieve the purpose of the study, the following hypothesis was made.
[Hypothesis 1] The jigsaw lesson will be more effective for academic achievement of female students than academic achievement of male students.
The study was done with 3rd graders(Coed class: 12 female students and 21 male students in a class of total 33 students) of a middle school located in Namgu, Daegu. The jigsaw lesson was applied to all 6 classes, and the study tried to obtain conclusions through several tests and verifications without considering a control group.
The analysis model was made as above in order to control the learners' characteristics and analyze the relative effect of male and female students on academic achievement. As for the data analysis method, a multiple regression analysis was applied in order to analyze the relative effect of gender after the test.
The study was carried out according to the above design, and the following results were produced.
The [Hypothesis 1] that states, 'The jigsaw lesson will be more effective for academic achievement of female students than academic achievement of male students.' was verified so it can be seen that the jigsaw lesson is more effective for academic achievement of female students that academic achievement of male students.
The frequency analysis showed that the students participated in the cooperative learning class more actively than the ordinary class, and this is because the cooperative learning is more interesting as the students responded that the lesson was fun. Students who did not participate in the lesson responded that they had excellent learning ability so there should be plans that can make the students with excellent learning ability participate in the lesson actively.
The study showed that the cooperative learning is more effective for female students than male students, and when an educational program for female students is to be developed in the social studies, the study suggests that it is more effective to carry out a joint study than a competitive single study for the cooperative learning strategy that minimizes competition.
The cooperative learning in the social studies induces students to participate in the class, teaches them the community spirit, and presents a lesson plan that can let students work on a task together. Also, the cooperative learning teaches students to solve problems and reach an agreement through voluntary participation and cooperation. On the other hand, there needs to be a fundamental solution that can lead the students that do not participate in the cooperative learning to voluntarily participate in the lesson. It is suggested that there need to be tasks that can arouse the interest of students with excellent grades or a motive of cooperation.

목차 (Table of Contents)

• Ⅰ. 서론 = 1
• 1. 연구의 필요성 및 목적 = 1
• 2. 연구의 내용 = 3
• 3. 연구의 의의 = 4
• 4. 용어 정리 = 5
• 1) 협동학습 = 5
• 2) 성별 차이에 따른 협동학습 집단구성 = 5
• 3) 학업 성취도 = 5
• Ⅱ. 이론적 배경과 선행 연구 고찰 = 6
• 1. 협동학습의 배경 = 6
• 2. 협동학습의 개념과 과제 = 7
• 1) 협동학습의 개념과 특성 = 7
• 2) 협동학습 연구의 과제 = 10
• 3. 협동학습의 효과에 대한 관점 = 12
• 1) 동기론 = 12
• 2) 사회 응집론 = 14
• 3) 인지론 = 15
• 4) 연습이론 = 16
• 5) 집단보상과 협동기술의 훈련의 효과 = 17
• 4. 협동학습 모형 = 18
• 1) 학생 팀 학습(Student Team Learning; STL) = 19
• 2) 협동 프로젝트 모형(Cooperative Project) = 21
• 5. 선행연구 고찰 = 23
• 1) Jigsaw 모형의 선행 연구 = 23
• 2) 협동학습의 학업성취에 대한 효과 = 25
• 3) 협동학습과 성차에 관한 선행 연구 = 27
• 6. 연구의 가설 = 29
• Ⅲ. 연구 설계 = 30
• 1. 연구 변인 = 30
• 1) 종속변인: 학업 성취도 = 30
• 2) 독립변인: 성별 = 30
• 3) 통제변수: 학습자 특성 = 31
• 2. 연구대상 및 실험절차 = 33
• 1) 연구 대상 = 33
• 2) 실험 절차 = 34
• 3. 분석 방법 = 35
• 1) 분석 모형의 틀 = 35
• 2) 측정 도구와 자료 처리 기법 = 36
• Ⅳ. 분석 및 논의 = 37
• 1. 학업성취도에 관한 다중회귀분석 = 37
• 2. 협동학습의 적극적 참여에 관한 빈도분석 = 41
• Ⅴ. 결론 및 제언 = 44
• 1. 요약 = 44
• 2. 제언 = 46
• 참고문헌 = 48
• 영문초록 = 53
• 부록 Ⅰ 수업 지도안 = 55
• 부록 Ⅱ 사후 평가지 - 학업 성취도 = 59
• 부록 Ⅲ 설문지 = 67