초등학생의 숙제행동에 따른 학습자 유형 분석 : 학생 및 숙제특성, 숙제목적과 성취도와의 관계 = Analysis of leaner types by elementary school student's homework behavior : relationships between student's and homework characteristics, homework purpose and achievement

다국어 초록 (Multilingual Abstract)

The purpose of this study can be explained in two ways. First, what are the variables affecting the elementary school students' homework purpose, homework behavior, and academic achievement? Second, the homework behavior was defined as homework time, homework effort, and homework concentration and then classify and analyze types according to homework behavior.
The subjects of this study were a total of 563 5th and 6th graders sampled from elementary school students of 5-6th grade sampled from Daegu city, Korea. As a research method, a survey was used, which included the instruments to measure gender, implicit theory of intelligence, Homework frequency, homework quality, teacher feedback, homework purpose, homework behavior and academic achievement. The responses to all questions were self-reported. Data were analyzed using SPSS 21.1 for correlation analysis, hierarchical regression, two-stage cluster analysis, one-way AVOVA, multinominal logistic regression.
The results were as follows. First, The variables that had the greatest influence on academic achievement were low intelligence fixed belief, frequent homework assignment, and high homework effort. Second, there were four types of homework behavior according to elementary school students' homework behaviors, and they were named as efficient type, leaving time type, persistent type, and consuming time type. Third, as a result of examining the pattern of academic achievement by elementary school students' homework behavior type, efficient type showed the highest academic achievement. Efficient type consists of high homework effort, high homework concentration, low homework time. In contrast, consuming time type showed the lowest academic achievement. Consuming time type consists of low homework effort, low homework concentration, high homework time. Finally, in case, efficient type that showed highest academic achievement was predict to low intelligence fixed belief, frequent homework assignment, learning-oriented reason of homework purpose, more teacher feedback. Therefore, desirable homework behaviors that improve student's academic achievement are the efficiency type. Thus, Teachers and parents should instruct students to perform homework according to the characteristics of efficiency type.
Implication of the study are discussed. This study clarified the concept of homework behavior by considering homework time, homework effort and homework concentration. Also, by analyzing the type of learner according to homework behavior, it was useful to identify the learner by examining what is the desirable homework behavior and what factors affect homework behavior.

Key Words : homework, classroom assesment, teacher feedback, AFL(assessment for learning), homework purpose, homework behavior, academic achievement

목차 (Table of Contents)

• Ⅰ. 서론
• 1. 연구의 필요성과 목적
• 2. 연구문제
• 3. 용어의 정의
• Ⅱ. 이론적 배경
• 1. 교실평가
• 2. 숙제행동과 관련 이론적 모형
• 3. 숙제행동과 영향요인
• Ⅲ. 연구방법
• 1. 연구대상
• 2. 측정도구
• 3. 연구모형
• 4. 분석방법
• Ⅳ. 분석결과
• 1. 주요 변인의 기술통계 및 상관
• 2. 초등학생의 숙제목적 및 행동, 학업성취도의 영향요인 탐색
• 3. 초등학생의 숙제행동 유형 분석
• 4. 초등학생의 숙제행동 유형과 관련 변인 간의 관계
• Ⅴ. 요약 및 논의
• 1. 요약
• 2. 논의
• 참고문헌
• Abstract
• <부록 1> 문항 기술통계치 및 신뢰도와 탐색적 요인분석 결과
• <부록 2> 설문지