Journal of Convergence for Information Technology (융합정보논문지)

Convergence Society for SMB (중소기업융합학회)
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Developing Measurement of Problem-Based Learning Effectiveness: Applying Rasch Analysis

문제중심학습 (Problem-Based Learning) 효과 측정 도구 개발: Rasch 분석을 중심으로

  • Han, Sang-Woo (Department of Occupational Therapy, Kwangju Women's University) ;
  • Choi, Seong-Youl (Department of Occupational Therapy, Kwangju Women's University) ;
  • Choi, In Mook (Department of Airline Service, Kwangju Women's University)
  • 한상우 (광주여자대학교 작업치료학과) ;
  • 최성열 (광주여자대학교 작업치료학과) ;
  • 최인묵 (광주여자대학교 항공서비스학과)
  • Received : 2020.02.04
  • Accepted : 2020.03.20
  • Published : 2020.03.28
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Abstract

Problem-Based Learning is the most commonly used teaching method in the field of education as the demand for talented people with creative problem-solving abilities has increased in recent society. In this study, we developed a tool that can simply and regularly measure the learning effects of applying Problem-Based Learning on the classroom. Twenty-two preliminary items for the development were constructed by gathering expert opinions about items collected in existing research of Problem-Based Learning effects measurement. Using this preliminary items, data were collected from 124 students who took the subject-based study. And the validity and reliability were verified through Rash analysis. 11 of 124 students and 1 of 22 items were found to nonconforming and excluded. In addition, the optimal scale for the configuration of this tool was found to be a four-point scale, and the reliability of separation on the subject and the item was found to be excellent. We hope that the assessment tools of Problem-Based Learning effectiveness developed in this study will be actively used to measure learning effectiveness and manage the quality of education.

최근 사회에서 창의적 문제해결 역량을 갖춘 인재에 대한 요구가 증가하면서 문제중심학습은 교육현장에서 가장 보편적으로 활용되고 있는 새로운 교수법이다. 이러한 교수법 적용에 따른 학습 효과를 수업 현장에서 간편하고 정기적으로 측정할 수 있는 도구를 본 연구를 통해 개발하였다. 기존 문제중심학습 효과 측정 연구에 활용된 문항을 수집하고, 전문가 의견 수렴을 통해 도구 개발을 위한 22개 예비 문항을 구성하였다. 이 문항을 이용하여 문제중심학습을 적용한 교과목을 수강한 학생 124명을 대상으로 데이터를 수집하였다. 이후 Rasch 분석을 통해 타당도와 신뢰도를 검증하였다. 124명의 학생 중 11명이 부적합, 22개 예비 문항 중 1개 문항이 부적합 판정되어 제외하였다. 또한 본 도구 구성을 위한 최적 척도는 4점 척도로 확인되었으며, 대상자와 문항에 대한 분리 신뢰도는 우수한 수준으로 확인되었다. 본 연구를 통해 개발한 문제중심학습의 효과 측정도구가 교육 현장에서 학습효과 측정 및 교육의 질 관리를 위해 적극 활용되길 기대한다.

Keywords

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