협동학습에서 학습자의 사전성취도와 의사소통 성향의 개인차가 수업만족도에 미치는 효과 = The Effects of Students Achievement Level and Communication Orientation on Cooperative Learning Class Satisfaction

다국어 초록 (Multilingual Abstract)

The purpose of this study is to examine whether students' communication orientation level interacts with pre-achievement level in determining cooperative learning outcomes such as class satisfaction. Existing studies which examined cooperative learning effects according to students' pre-achievement level often fail to find conclusive results, because they did not consider communication orientation level. The sample consisted of undergraduate students at a large private university in a metropolitan city. The 156 subjects underwent 9 sessions (3 hours for each session) of cooperative learning. The data showed that 1) high achievers reported greater satisfaction when their communication orientation was stronger (or communication apprehension was lower) than when their communication orientation was weak, and 2) students with strong communication orientation reported greater satisfaction when their pre-achievement level was high than pre-achievement level was low. The result implies that in implementing cooperative learning, more attention should be given to students' communication level as well as pre-achievement level.

국문 초록 (Abstract)

고성취 학생들의 경우, 상대적으로 협동학습에서 불리할 수도 있다는 우려 때문에 협동학습을 기피하는 경향이 있으며 이는 협동학습의 확산을 저해하는 원인이 된다. 그러나 학습자의 사전성취도 수준에 따른 협동학습의 효과를 분석한 선행연구는 별로 없으며, 그나마 존재하는 소수의 연구들도 상반된 결과를 보고하고 있다. 이는 협동학습의 핵심요소인 학습자의 언어적 상호작용에 대한 고려가 부족했기 때문일 수 있다. 본 연구는 협동학습의 효과가 고성취 학습자와 저성취 학습자 간에 다르게 나타나는지 검증하고, 그러한 효과를 특히 의사소통 성향에 따라 구분하여 살펴봄으로써 고성취 학습자와 저성취 학습자가 혼재된 수업에서 협동학습의 효과를 극대화시킬 수 있는 방안을 탐색하는데 그 목적을 두고 있다. 본 연구는 서울에 위치한 사립 종합 대학교의 학부생 156명을 연구대상으로 한 학기에 걸쳐서 총 9회 (매회 3시간) 협동학습을 실시하여 실험연구로 이루어졌다. 연구결과 협동학습 처치 후 학습자의 사전성취도 수준과 의사소통 불안수준은 통계적으로 유의미하게 상호작용 효과를 보였다. 학습자의 사전성취도 수준이 높은 경우, 의사소통 불안수준이 낮은 학습자의 수업만족도가 불안 수준이 높은 학습자보다 더욱 높았다. 학습자의 의사소통 불안 수준이 낮은 경우, 사전성취도 수준이 높은 학습자의 수업만족도가 사전성취도 수준이 낮은 학습자보다 더욱 높았다.

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