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가정교과에 적용한 거꾸로 수업이 중학생의 수업참여도, 자기주도학습능력 및 사회적 상호작용에 미치는 효과

The Effects of Flipped Learning Applied to Home Economics Education on Academic Engagement, Self-Directed Learning Ability and Social Interaction of Middle School Students

  • 투고 : 2016.10.05
  • 심사 : 2016.12.20
  • 발행 : 2016.12.31

초록

본 연구는 거꾸로 수업이 중학생의 수업참여도, 자기주도학습능력, 사회적 상호작용에 미치는 효과가 어떠한지를 알아보는데 그 목적이 있다. 본연구의 대상은 중학교 3학년 129명으로 거꾸로 수업의 효과를 타당하게 검증하기 위해 129명의 중학생들을 2개의 집단으로 나우어 9주에 걸쳐 연구를 하였다. 하나의 집단은 강의식 수업으로 13차시를 수업하였고, 다른 집단은 거꾸로 수업을 적용하여 13차시를 수업하였다. 수업참여도, 자기주도학습능력, 사회적 상호작용 척도로 구성된 질문지를 조사도구로 사용하였다. 수집된 자료를 분석하기 위하여 빈도 및 백분율을 구하고, 신뢰도를 파악하기 위해서 요인분석을 실시하고 Cronbach's ${\alpha}$계수를 산출하였다. 본 연구의 구체적인 연구문제를 검증하기 위해 공변량분석(ANCOVA)을 실시하였다. 본 연구에서 얻어진 연구결과와 논의를 통해 얻은 요약 및 결론은 다음과 같다. 첫째, 거꾸로 수업을 받은 학생들이 강의식 수업을 받은 학생들보다 수업참여도가 유의하게 더 많이 향상되는것으로 나타났다. 둘째, 거꾸로 수업을 받은 학생들이 강의식 수업을 받은 학생들보다 자기주도학습능력이 유의하게 더 많이 향상되는 것으로 나타났다. 셋째, 거꾸로 수업을 받은 학생들이 강의식 수업을 받은 학생들보다 사회적 상호작용이 유의하게 더 많이 향상되는 것으로 나타났다. 가정교과는 실천교과로서 학습자가 배운 내용을 실제의 생활에 적용시켜 실천적 문제해결능력, 창의력, 대인관계능력, 의사소통능력 등의 실천적 태도를 신장시켜 주는 교과이므로 이러한 본 연구의 거꾸로 수업의 효과 검증 결과를 바탕으로 가정교과에 거꾸로 수업을 적용한다면 중학생의 수업참여도, 자기주도학습능력 및 사회적 상호작용의 증진에 도움이 될 것이다.

This study aims to investigate the effects of flipped learning applied to home economics education on improving middle school students' academic engagement, self-directed learning ability and social interaction. The subjects of this study were 129 third-grade students in middle school. To verify the effects of flipped learning adequately, 129 middle school students divided into two groups have participated in the study over a course of nine weeks. One group was taught in the traditional instructed learning method while the other one in the flipped learning methods. The two groups were taught in 13 sessions in total once or twice a week, and each session took 45 minutes. For pretest and post test, the questionnaire consisting of academic engagement scale, self-directed learning scale and social interaction scale were used. To analyze data, ANCOVA was used to examine significant differences between two groups. The main results of this study were the following : First, students who participated in flipped learning are more improved than those who participate in instructed learning in academic engagement. Second, students who joined in flipped learning are much more improved than those who joined in instructed learning in self-directed learning ability. Third, students who join in flipped learning were much more improved than those who joined in instructed learning in social interaction.

키워드

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피인용 문헌

  1. A Meta-Analysis for Effects of Flipped Learning on Secondary School Students vol.24, pp.2, 2016, https://doi.org/10.24159/joec.2018.24.2.459