자기조절기능의 발달수준에 따른 컴퓨터본위수업의 통제방략이 학습과 동기에 미치는 효과

서지정보

ㆍ발행기관 : 한국교육학회 ㆍ수록지정보 : 교육학연구 / 33권 / 5호
ㆍ저자명 : 洪奇七

목차

요약
Ⅰ. 서론
Ⅱ. 이론적 배경
Ⅲ. 실험
Ⅳ. 논의
Ⅴ. 결론
參考文獻
Abstract

한국어 초록

본 연구의 목적은 컴퓨터본위수업에서 자기조절기능의 발달수준과 수업통제방략이 학업성취， 학습동기 및 학습시간에 미치는 효과를 검증하려는 것이다. 피험자는 국민학교 6학년과 중학교 3학년 각각 252명이었다. 피험자를 자기조절기능수준(상ㆍ중ㆍ하)에 따라 세가지 수업통제방략에 각각 무선배치하였다. 컴퓨터본위수업자료는 거미생태에 관한 언어정보 프로그램이었다. 연구결과는 다음과 같다. 첫째 학업성취에 있어서 자기조절기능의 주효과는 국민학생에게는 나타났으나 중학생에게는 나타나지 않았고， 통제방략의 주효과는 국민학생에게는 나타나지 않았으나 중학생에게는 나타났다. 둘째， 학습동기에 있어서 자기조절기능의 주효과는 국민학생， 중학생 양집단에 모두 나타났으나 통제방략의 주효과는 양집단에 모두 나타나지 않았다. 세째， 학습시간에 있어서 자기조절 기능의 주효과는 양집단에 모두 나타나지 않았으나 통제방략의 주효과는 양집단에 모두 나타났다. 그리고 세가지 경우 모두 상호작용 효과는 나타나지 않았다.

영어 초록

The purpose of this study was to examine the effect of the developmental levels of self-reguratory skills and types of instructional control strategies on learning and motivation from computer-based instruction.
Subjects participating were 252 sixth graders of elementary school and 252 third graders of middle school. Based on the level of their self-regulatory skills, subjects were randomly assigned to one of the three instructional treatments: Program control, learner control, and learner control with advisement. Self-regulatory skills were measured by 40 items on 14 self-regulatory strategies. Instructional materials were the computer-based verbal information lesson developed for teaching on the ecology of 'Tarantulas' which are spiders that live in the southwestern United States. The learner control group was given control over lesson sequence. review, and practice questions. The learner control with advisement group was presented with the same lesson as the learner control group except that advisement was provided at each decision point in the lesson. A ramdomized block design was employed as the experimental design, and ANOVA, Duncan's posttest, t test, and chi-square test were used to analyze the data for this study.
Main findings of this study were as follows.
1. High levels group of self-regulatory skills of 6th grader of elementary school performed better than low levels group in the scores of posttest and program control group of 3rd graders of middle school performed better than learner control with advisement group. But there was no significant interaction effect between self-regulatory skill levels and control strategies on performance.
2. Higher levels group of self-regulatory skills were higher than lower levels group in 6th graders of elementary school and 3rd graders of middle school in the scores of IMMS. But there was no significant interaction effect between self-regulatory skills levels and control strategies on learning motivation.
3. Students under program control took less time to complete their learning tasks than those under learner control with advisement, and students under learner control with advisement took less time than those under learner control in 6th graders of elementary school. But Strudent under program control took less time than those under learner control and learner control with advisement in 3rd graders of middle school.

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