과외수업이 학교 학습에 미치는 영향에 관한 연구 - 과외 수업의 필요성과 학습태도를 중심으로 - = The Effects of Out - of - School Learning on The Classroom Learning - Concentrated On the Necessities of Out - of - school Learning and the Students Attitudes Toward Learning

다국어 초록 (Multilingual Abstract)

The purpose of this study of university students was to evaluate the students` achievements and effectiveness of out-of-school learning(OL) and the students` attitudes toward learning and learning habits through a questionnaire. The questions were based on the following issues: the previous experience of OL, the reasons for receiving OL, the advantages of OL, the relationship between classroom learning and OL, the effectiveness of OL, when and how attitudes toward learning were formed, and contribution to the university education as a result of OL. 1. Over half of the students received OL in all stages of education (kindergarten through secondary education). 2. The reasons that they received OL were to improve their competence, to review and preview the materials, and to compete each other from a sense of rivalry. 3. The subjects of OL that they received were mostly arts or performing arts in kindergarten or elementary school ages compared to mathematics or English in secondary school ages. 4. Positive attitudes toward the effects of OL increased in secondary education rather than in kindergarten and primary education. 5. Most of the students attribute the negative effects of OL to themselves because they didn`t study hard enough. 6. The majority of students tended not to feel distress because of OL. Also they tended not to feel discomfort for the preparation of OL expenses. 7. Most of the students tended to believe that learning habits and interest toward learning may well be achieved during kindergarten age, and motivation toward learning may well be achieved during middle school age. 8. The majority of students tended to believe that learning habits, interests toward learning, and motivation toward learning may be achieved by themselves. The students who received OL tend to believe that learning habits were formed through discipline at home and OL, while the students who didn`t receive OL tend to believe that learning habits were formed through regular classroom learning. 9. The majority of students tended to believe that learning methodology and attitudes toward learning in university education was changed effectively as a result of OL. 10. The majority of students tended to believe that, when they were given another opportunity to study for the university admission test, they would concentrate an the classroom learning, and would receive OL also.