Journal of the Korea Academia-Industrial cooperation Society (한국산학기술학회논문지)

The Korea Academia-Industrial cooperation Society (한국산학기술학회)
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Effects of LT cooperative method on Underachiever's Academic Achievement and Learning Attitudes

LT 협동학습이 학습부진아의 학업성취 및 학습태도에 미치는 효과

  • Lee, Jae-Cheol (Dept of Education, Korea National University Education)
  • 이재철 (한국교원대학교 교육학과)
  • Received : 2012.02.14
  • Accepted : 2012.05.10
  • Published : 2012.05.31
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Abstract

The purpose of this study were to identify the effect of Learning Together(LT) on underachiever's academic achievement and learning attitudes. To solve above study purpose, the subject of this study were 20 second-grade underachiever selected from two classes of middle school. The subject classified into two group. In this study, the experimental group were participated in LT method and comparison group were participated lecture-centered instruction. Experimental period were 8 weeks. After the experimental treatment, underachiever's academic achievement and learning attitudes carried out post-test. And the results of the data were analyzed by t-test and MANOVA. The results were as follows: A academic achievement and learning attitude of underachiever's through LT method was significantly higher than those learning through lecture-centered instruction. Especially, a self-confidence, success-expect, attention, affection as subordinate variables of learning attitude was significantly higher than those learning through lecture-centered instruction. In conclusion, LT method effect on underachiever's academic achievement and learning attitudes. As observed by the above results, a LT method should be an applicable to underachiever's education program plan as an effective means of enhancing their academic achievement and learning attitudes.

본 연구의 목적은 LT 협동학습이 학습부진아의 학업성취 및 학습태도에 미치는 효과를 검증하는데 있다. 본 연구의 목적을 달성하기 위하여, 중학교 2학년 2개 학급의 학습부진아들을 대상으로, 8주에 걸쳐서 LT 협동학습과 강의식 수업을 각각 적용한 후, 그 효과를 검증하기 위하여 t검증과 다변량분석을 실시하였다. 연구결과, LT 협동학습은 강의식 수업에 비하여 학습부진아의 학업성취와 학습태도의 증진에 있어 통계적으로 유의한 차이가 있었다. 특히, 학습태도의 하위 변인 중에서 자신감, 성공기대, 주의집중, 열의에서 유의한 차이가 발견되었다. 이러한 연구 결과를 볼 때, LT 협동학습은 강의식 수업에 비해 학습부진아의 학업성취 및 학습태도를 신장시키는데 있어 효과적이며, 특히 학습부진아의 자신감, 성공기대, 주의집중, 열의를 높여주는 교수방법임을 발견할 수 있었다. 따라서 학습부진아들의 학업성취 및 학습태도를 신장시키기 위한 교육프로그램을 계획할 때, LT 협동학습을 적극적으로 적용하려는 다양한 시도가 필요할 것으로 사료된다.

Keywords

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