The Effect of Learner's Characteristics on the Student's Achievement in ICT Teaching-Learning Environment

정보통신기술(ICT)을 활용한 교수-학습에서 학습자 특성이 학업성취도에 미치는 영향

The purpose of this study was to investigate the effect of learner's characteristics on the student's achievement in Information Communication Technology (ICT) teaching-learning environment. The subjects of this study were a total of 140 8th students in middle school in Taejeon province. The methods of teaching were the ICT teaching-learning, Academic achievement test. the learning style inventory. self-concept test and cognitive style test were used as the instruments to determine the effect. Such statistical analyses as the pearson co-relation, multi regression and t-test through SPSS WIN version 11.0 were used to determine the relationship between learner's characteristics and student's achievement. The results of this study were as follows: first, learner's emotional and social factor of learning style influenced positively the student's academic achievement in ICT teaching-learning environment. Second. learner's academic factor of self-concept had an positive influence on the student's academic achievement in ICT teaching-learning environment. Third, there were differences of student's academic achievements according to the student's cognitive style in ICT teaching-learning environment.

이 연구는 정보통신기술을 활용한 교수 학습 환경에서 학습자 특성이 학업성취도에 미치는 영향을 알아보기 위해 수행되었다. 연구 대상은 대전광역시 교육청 관내 중학교 2학년 140명이었다. 학습자들에게 ICT를 활용한 교수 학습 활동을 전개하였다. 이 연구에 사용된 측정도구는 학습양식검사, 자아개념검사, 인지양식검사, 학업성취도검사가 사용되었다. 자료분석은 SPSS Ver. 11.0 통계패키지를 이용하여 연구문제에 따라 피어슨의 적률상관분석, 중다회귀분석, t검증을 실시하였다. 연구결과로는 첫째, ICT 교수 학습 환경에서 학습자의 인지양식 중 정서적 사회적요인과 학업성취도는 관계가 있었다. 둘째, ICT 교수 학습 환경에서 학습자의 학업적 자아개념과 학성성취도와는 관계가 있었다. 셋째, ICT 교수-학습 환경에서 학습자의 인지양식에 따라 학업성취도는 차이가 있었다.