학습전략훈련이 학습장애자의 수학 학업성취, 자기조정, 충동성 및 자기효능감에 미치는 효과

서지정보

· 발행기관 : 한국교육학회
· 수록지 정보 : 교육학연구 / 33권 / 3호
· 저자명 : 이종삼

목차

요약
Ⅰ. 서론
Ⅱ. 이론적 배경
Ⅲ. 연구방법
Ⅳ. 연구결과 및 해석
Ⅴ. 논의 및 결론
참고문헌
Abstract

초록

본 연구는 학습장애자를 위한 학습전략훈련이 그들의 수학 학업성취, 자기조정, 충동성 및 자기효능감에 미치는 효과를 분석할 목적으로 수행되었다. 연구대상은 학습장애자 선정기준에 따라 중학교 학습장애자 92명을 표집하여 실험집단과 통제집단으로 나누었고, 이들 집단을 주의결함 輕ㆍ重에 따라 각각 2개 집단으로 나눈 후 본 연구에서 구조화한 학습전략 교수모형을 투입하여 학교현장에서 실험을 실시하였다. 연구결과 학습전략훈련은 학습장애자의 수학 학업성취를 크게 향상시켰으며, 자기조정학습전략 사용빈도를 증가시켰다. 또한 학습전략훈련은 학습장애자의 충동성을 감소시켰을 뿐만 아니라, 수학에 대한 자기효능감을 향상시키고 있음이 확인되었다.

영어초록

This study is aimed at analyzing the effects of learning strategies training of the learning disabled in middle school students on their mathematics achievement, self-regulation, impulsivity, and self-efficacy. For achieving this aim, the following hypotheses are examined through experiments:
1. Learning strategies training would enhance the mathematics achievement of the learning disabled. The degree of mathematics achievement resulted from the training of mild ADHD(attention deficit-hyperactivity disorder) would be higher than that of the serious ADHD.
2. Learning strategies training of the learning disabled would increase the frequency of their use of self-regulated learning strategies. The frequency of their use of self-regulated learning strategies resulted from the training of mild ADHD would be higher than that of the serious ADHD. Learning strategies training would influence differently on students' use of various subtypes in self-regulated learning strategies.
3. Learning strategies training would reduce the degree of students' impulsivity.
4. Learning strategies training would strengthen the students' sense of self-efficacy.
As the subjects for this experiment, ninety-two male learning disabled students were selected under three criteria: 1) average IQ's from 100 to 137(total M=1l4, SD=14); 2) mathematical GPA ranged from 40 to 55(total M=60.92, SD=22); and 3) not perceptually or neurologically impaired.
The types of learning strategies used for the training were; 1) describing problem-solving processes, 2) verbalizing, 3) self-instructing, 4) goal-setting, 5) note-taking, 6) elaborating, 7) imaginating, 8) rehearsing, 9) monitoring, and 10) self-reinforcement.
The major findings obtained through this study are as follows:
First, learning strategies training has enhanced the level of mathematics achievement of the experimental group more than that of the control group.
Second, the mathematics achievement of the mild ADHD of the disabled has been more enhanced than that of the serious ADHD.
Third, in the frequency of the use of self-regulated learning strategy, students in the experimental group have shown higher than that of the control group.
Fourth, in terms of the improvement in subtypes of metacognitive strategies, seeking information, and rehearsing and memorizing, the experimental group has also showed significantly favorable outcomes compared to the control group.
Fifth, the experimental group has been significantly superior to their control group counterpart in controlling emotional states.
Sixth, learning strategies training has both reduced the degree of their impulsivity and raised the sense of self-efficacy.
Finally, verbal protocol analysis of the experimental group subjects has revealed that learning strategies training reduced error rate in mathematical problem solving.
These results strongly suggest many implications for teaching-learning strategies of the learning disabled in the classroom situation. Most important of them is that learning strategies training could surely keep the effects of improved mathematical skills of them for quite a long period of time.

참고자료

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