컴퓨터 보조수업(CAI)의 학습효과에 관한연구

서지정보

ㆍ발행기관 : 한국교육공학회 ㆍ수록지정보 : 교육공학연구 / 1권 / 1호
ㆍ저자명 : 허운나

목차

Ⅰ. 硏究의 必要性 및 목적
Ⅱ. 先行硏究의 考察
1. 컴퓨터 교육의 필요성 및 컴퓨터 교육의 수준
2. 컴퓨터 교육의 구성요소
3. 컴퓨터 보조수업(CAI)
4. CAI의 활용 및 효과
Ⅲ. 연구방법, 내용 및 자료처리
1. 연구가설
2. 대상 학습내용과 대상학생
3. 실험집단 및 통제집단
4. 학습자료 및 검사지 개발
5. 연구 실시
6. 연구의 한계
7. 자료처리 및 결과
IV. 결과분석 및 제언
1. 결과분석
2. 결론 및 제언

한국어 초록

80年대 이후 컴퓨터가 (특히 마이크로컴퓨터 ) 교육에 있어서 상당히 영향력 있는 역할을 수행하게 되리라는 전조가 도처에 만연하고 있다. 1983年도 1월 3일자 美國의 유명한 Time 紙는, 이해의 人物로 Computer를 선정하고, 전체 유권자의 68%가 컴퓨터에 의해서 자신의 자녀들의 교육의 질이 向上하리라고 느낀다고 보고하였다.1) 우리 나라에서도 80년대 컴퓨터 산업은 주요 전략사업으로 부각되면서, 세계적인 붐을 타고 그 보급율이 높아지고 있다. 국내에는 컴퓨터 관련 기업이 100여개사에 달할 정도로 국내의 좁은 시장을 겨냥, 서로 경쟁하면서 기술개발 및 판매보급에 열을 올리고 있다 . 교육용 컴퓨터의 보급현황을 보면 1975년 덕수상고에 CDC 3100 System의 도입을 시작으로 현재 전국의389개 상업고등학교에 컴퓨터가 설치되었고, 다수의 학교에 미니 컴퓨터가 설치되어 있으며, 106개 상업고등학교에 마이크로 컴퓨터를 설치하여 교육실습에 활용하고 있다 .2) 일반 고등학교에서도 경기고, 무학여고 등을 비롯하여 소형 마이크로 컴퓨터가 도입되었고 국민학교와 중학교도 최근 관심을 가지고 시작하여 점차 컴퓨터가 보급이 늘어가고 있다. 또한 최근에 삼성반도체, 금성사, 고려시스템 등이 마이크로 컴퓨터를 개발하여 시판하고 있으며, 한국전자기술 연구소와 국내 5개 기업과 공동으로 교육용 소형 컴퓨터 5,000대를 학교, 직업훈련원 등에 보급하여 각 기업과 공동으로 교육용 소형 컴퓨터 수요가 점차 폭발하고 있다.

영어 초록

The purpose of the study was to investigate the relative effectiveness of computer a ssisted instruction (CAI) over the traditional lecture instruction on the learning of chemistry concepts and principles.In the United States, there have been many studies comparing the CAI instruction in various modes and subject areas with traditional instruction in different school levels.Among these studies, several of them reported the superiority of CAI inst ruction over the traditional instruction in its effectiveness (in terms of achievement scores)and efficiency(in terms of instruct ion t ime) (Kulik & Banghart , 1983; Vinsonhaler & Bass, 1972; Jamison & Wells, 1977; Edwards & Taylor, 1975; Burns, 1981). There has been no such research in Korea regarding the effectiveness of CAI program, although the awareness of and interest in CAI as a possible instruct ional tool have been raised rapidly in recent year s in Korean educational circle. For this reason, this study aimed to see if similar finding s can be resulted in Korean educat ional sett ing and to serve as a springboard for the fur ther studies in the area.Three hypotheses were drawn from the review of literature: Hypothesis I, Acqusition of the concepts and principle s will be greater under CAI inst ruction than the lecture instruct ion; Hypothesis 2, the level of student s ' learning interest under the CAI instruct ion will be higher than the lecture method; Hypothesis 3, the instruction time under the CAI will be shorter than under the lecture method.The mode of CAI employed for the experiment wa s 'procedural simulation ' mode.The concept s and pr inciples selected for the exper iment were those related with the' law of constant element s ' . Dependent variables were student s ' performance on writtentest , time taken to complete the instruction and at titude toward instructional method andsubject area a s shown by at titude questionnaire score.Fifty- six Hanyang Girl ' s High School student s were selected for the experimentand randomly as signed to either exper iment (CAI) group or control (lecture) group.Student s on both group took pretest and att itude quest ionnaire. Student s inexperimental group were seated in front of per sonal computer s connected with disk driver and learned the mater ial by interacting with computer on an individual basis.Individual instruction time was recorded. Control group student s were given lecture on the same content. The lecture took 40 minutes. After instruction was over, both group took posttest and at titude questionnaire which are identical with pretests.The results of the experiment showed that student s in the CAI group did significantly better than those in the lecture group. The finding supported the hypothesis 1. T he hypothesis 2 was also supported by the research. The scores on attitude questionnaire revealed that CAI method improved the students' interest level significantly better, while the lecture method didn't.The instruction time scores denoted that students in CAI group took more time (47.89 minutes) than lecture group (40 minutes). Therefore, the current research finding failed to support the hypothesis 3.The overall finding showed that CAI instruction, designed and developed according to instructional system development model, was effective in the learning of chemical concepts and principles and improved learning interest level. However, to find out the efficiency of CAI in terms of saving in instruction time, another study which consider s the more inst ruction time required to raise student s' performance level of the lecture group up to that of CAI group has to be planned and carried out.

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