學習遲進의 特性과 判別에 關한 硏究 = An Analysis of Identifying Characteristics of the Slow-Learner

다국어 초록 (Multilingual Abstract)

Since the admission system without examination has been established for Junior High schools, slow-learners, who are unable to be adequately educated in the regular classroom using conventional methods, have become a serious educational problem.

(1) Objectives
In view of this problem, the purpose of this study is two-fold: 1) to analyze various characteristics of the slow-learner and to determine which variables have greater influence on the slow-learner, 2) to devise an accurate system for identification of the slow-learner so as to provide an effective educational guidance program.

(2) Method
A) Subjects
To achieve the goal of this study, 206 boys and 209 girls were selected from the seventh grade of a Junior High School in Seoul. According to the results of their final examination, the students were divided into two groups : 131 slow-learners and 284 average learners.
B) Measurement Tools
1. Home Environment Survey
2. Needs Assessment
3. Learning Habit Test
4. Standard Adjustment Test
5. Interest Scale
6. Self-Concept Inventory
7. Aptitude Test
8. Personality Inventory
9. I.Q. Test (Standard)
10. General Record Test
C) Statistical Procedure
As an attempt to predict whether or not a child is a slow-learner, the present study employed the "Stepwise Multiple Regression Analysis" to examine predictor variables from the results mentioned below, and to produce a formula for identification.

(3) The results obtained were summarized as follows:
A) Father's Occupation and Occurrence of Learning disability
There was a significant difference between the two groups in connection with the father's occupation. Father of students in the slow-learner group tended to engage in occupations with lower social-economic status than those of the average group. Also, the former experienced fewer economical advantages in the home than the latter.
B) Home Environment
There was no significant difference between the two groups concerning their sense of value of home. However, there was a very significant difference with regard to home atmosphere: parents of the average group were more permissive and the family members kept closer contact and had more reliable attitudes towards one another than in the slow-learner group.
C) Need
The needs for achievement and affiliation in the slow-learner group were weaker than those in the average group, while there was no significant difference in sexual and aggressive needs between the groups.
D) Learning Habits
There was a very significant difference between the groups regarding learning habits. The slow-learner group experienced less motivation, more inefficient techniques for learning, and more unstable emotions than the average-learner group.
E) Adjustment
The slow-learner group experienced more problems in adjusting to home, self and society than the average-learner group.
F) Interest
In this area, there was a very significant difference. The slow-learner group demonstrated interest in clerical work, business, sociology, politics, art, while the average-learner group showed interest in physics, literature, biology, music and the out-of-doors.
G) Self-Concept
The slow-learner group expressed a more negative self concept in physical, moral, personal, family and social matters.
H) Personality
Among all the personality traits, the slow-learner group consistently had a low score in dominance, sociability and reflectiveness when compared with the average-learner group.
I) I.Q.
The mean I.Q. of the slow-learner group was I.Q. 95: that of the average group was I.Q. 105.
J) Academic Records
According to academic records, the slow-learner group had lower marks, especially in English, mathematics, science, and Chinese, than the average-learner group.
K) In order of significance, six major predictor variables contributing to the occurrence of learning disability were identified:
1. Aptitude Variable 18%
2. Home Environment 8.9%
3. Intelligence Variable 4.1%
4. Interest Variable 2.7%
5. Learning Habit Variable 1.3%
6. Adjustment Variable 1.0%
L) Formula for Identification of Learning Disability
Learning Disability score=.24 X Aptitude test score + .21 X Home Environment survey score + .18 X I.Q. + .16 X Interest scale Score + .11 X Learning Attitude test score + .11 X Adjustment test score.
This formula can be employed to identify the slow-learner from among a group of average learners in the classroom, and definite criteria should be established with more evidence of field work experience for validation

목차 (Table of Contents)

• Ⅰ. 序論
• A. 취지 및 목적
• B. 이론적 배경
• Ⅱ. 硏究方法
• A. 변인의 선정
• B. 결과분석
• C. 대상
• Ⅲ. 硏究結果
• A. 학습지진의 특성
• B. 학습지진의 결정요인
• Ⅳ. 要約 및 結論
• A. 요약 및 결론
• B. 연구의 제한점 및 제언
• 參考文獻
• Astract