學生이 知覺한 學級環境이 學業成就度에 미치는 影響 = Students' Perception of Classroom Environment and its Influence on Learning Achievement

다국어 초록 (Multilingual Abstract)

The purpose of this study is to investigate how the degree of students' perception of their class room environment influences their learning achievement. For achieving this purpose, there are some researching guestions as follows :
1. How does the satisfaction which students perceive relate with learning achievement?
2. How does the friction which students perceive relate with learning achievement?
3. How does the competitiveness which students perceive relate with learning achievement?
4. How does the cohesiveness which students perceive relate with learning achievement?
5. How do the difficulties which students perceive relate with learning achievement?
The subjects of this study are 493 students chosen from 10elementary schools in Kwangju city. The inspection of the classes' mental perception of their environment was operated through a questionnaire and the inspection of learning achievement was done through evaluation using paper and pens. The results of inspection were divided into three groups : the best (x+ISD above), the middle ( x±1 SD), and the worst(x-1 SD below), with the focus the average. And the relationship between the two factors was analyzed as a ratio and the meaning of differences was analyzed through the x^(2) (ch-square) verification.
The following are the major results of this study.
1. There are meaningful difference in the relationships between all the perceptions according to each factor of classroom environment and learning achievement, with a difference of P<.01 for boy students, p<.05 for girl students, and P<.01 for combined boy and girl students.
2. Among the relationships between the perceptions according to each factor of classroom environment and learing achievement, the area of satisfaction and competitiveness show a meaningful difference in the combined students with P<.01 : in the area of cohesiveness the boy students' category shows a meaningful difference with the level of P<.01 : on the other hand, the girls don't show a meaningful differences in the level of P>.05. In the area of friction and difficulty, in the case of boy and girl students combined there aren't meaningful difference shown in the level of P>.05.
As a conclusion of this study, one can say that students' perception of their mental environment in the classroom has significant influence on their tearing achievement, and is more influential on boy students than girl students.

목차 (Table of Contents)

• 목차 = ⅰ
• Ⅰ. 序論 = 1
• 1. 硏究의 必要性 = 1
• 2. 硏究의 目的 = 2
• 3. 硏究의 制限點 = 2
• Ⅱ. 理論的 背景 = 4
• 1. 環境과 人間形成 = 4
• 2. 環境의 變因 = 6
• 3. 學校環境과 敎育 = 8
• 4. 學級環境과 學業成就 = 10
• Ⅲ. 硏究의 方法 = 13
• 1. 硏究의 對象 = 13
• 2. 調査 道具 = 13
• 3. 資料處理 方法 = 14
• Ⅳ. 硏究의 結果 = 15
• Ⅴ. 要約 및 結論 = 22
• 1. 要約 = 22
• 2. 結論 = 23
• 參考文獻 = 25
• 질문지 = 27
• ABSTRACT = 31