Journal of The Korean Association of Information Education (정보교육학회논문지)

Korea Association of Information Education (한국정보교육학회)
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Analysis of Bebra Challenge Results through Algorithm Education

알고리즘 교육을 통한 비버챌린지 결과 분석

  • Park, SunJu (Dept. of Computer Science Education, Gwangju National University of Education)
  • 박선주 (광주교육대학교 컴퓨터교육과)
  • Received : 2019.02.01
  • Accepted : 2019.02.26
  • Published : 2019.02.28
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Abstract

As the importance of SW education grows, researches are actively being conducted to improve students' thinking skills. We conducted the group III tasks, which are experiencing and challenging in Beaver Challenge 2018, on 55 students of 5th grade in elementary school. Based on the result, we analyzed their average scores and defined whether each test has a correlation with possession of smartphone, computer familiarity, patience, concentration, and academic ability. The result indicated challenging task boosted the average score, the percentage of correct answers, and the percentage of correct answers for each level of difficulty. Moreover, the challenge task scores were higher as they higher computer familiarity, patience and concentration level. However, possession of smartphones and academic ability did not affect the score. Lastly, the scores were affected by different factors in different level of difficulty that patience factor in advanced level, computer familiarity factor in intermediate level, and concentration factor in beginner level. Thus, further researches are necessary to be conducted to expand the scope of the analysis through the diversification of test subject group and expansion of an evaluation area.

SW 교육의 중요성이 증대되면서 학생들의 컴퓨팅 사고력 향상을 위한 연구가 활발하게 진행되고 있다. 본 논문에서는 비버챌린지 2018 체험하기와 도전하기 그룹III의 과제를 초등학교 5학년 55명을 대상으로 실시한 후 평균점수 비교, 스마트폰 보유여부, 컴퓨터 친숙도, 인내심, 집중도, 학업능력 요소와의 관련성 등을 분석하였다. 그 결과, 체험하기 점수에 비해 도전점수의 평균, 정답률, 난이도별 정답률 모두 높아졌고, 컴퓨터 친숙도, 인내심, 집중도가 높을수록 도전점수가 높아졌지만, 스마트폰 보유여부와 학업능력 요소는 점수에 영향을 미치지 않았다. 또한, 난이도가 어려운 과제에서는 인내심 요소가, 난이도가 보통인 과제에서는 컴퓨터 친숙도 요소가, 난이도가 쉬운 과제에서는 집중도 요소가 점수에 영향을 미쳤다. 따라서, 추후 분석대상과 그룹 범위를 넓혀 평가영역도 추가하여 분석할 필요가 있다.

Keywords

References

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