대학에서의 학습기능(Study Skills) 계발을 위한 학습방법론 과목의 효과 검증

서지정보

ㆍ발행기관 : 한국교육학회 ㆍ수록지정보 : 교육학연구 / 30권 / 3호
ㆍ저자명 : 김종석

목차

Ⅰ. 서론
Ⅱ. 문헌연구
Ⅲ. 연구방법
Ⅳ. 결과분석
Ⅴ. 요약, 결론 및 논의
참고문헌
ABSTRACT

영어 초록

The purpose of the study was to investigate the effectiveness of teaching study skills in college. The subject of the study are composed of college freshmen in Chungnam National University. The Students who are exposed to study skill instruction were the freshmen majoring arts and music and enrolled in the course of “How to Study in College”. The textbook used for this study was “How to study in college” by Walter Pauk, 4th edition. A total of 36 hours, 3hrs/week for 12 weeks, have been used for the treatment of this study. The results of this study were as follows:
First, overall attitude toward the study skill course was positive in terms of usefulness of the course for freshmen.
Second, the effectiveness of the course were found especially in library use and tour, listening method to the lecture, note taking and summarization of the textbook.
Third, the effectiveness of five categories of learning strategies such as rehearsal, elaboration, organizational, comprehension monitoring, affective and motivational strategies were validated at .01 level in statistical analysis of pre and post test. A third of subjects reported all five categories of learning strategies changed while two third of those reported no change after the course.
Fourth, in comparison of grade change between first and second semester, no positive change has been reported rather negative change has been reported in comparison of grade of the course and grade point change. Perhaps, the grades of the course have not validated in terms of student's learning strategy change.
Fifth, 35.5 percent of this student who had upgraded from first to second semester reported learning strategy change.
This study concluded that although many previous studies reported directive and indirective effectiveness in terms of learning strategy change and grade improvement, this study shows only directive effect of learning strategy change but no indirective effects of grade improvement.

참고 자료

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