Journal of the Korea Convergence Society (한국융합학회논문지)

Korea Convergence Society (한국융합학회)
권호 표지
DOI QR코드

DOI QR Code

Effectiveness of PBL Based on Flipped Learning for Middle School English Classes

플립드러닝 기반 PBL 모형 중학교 영어 수업의 효과

  • Received : 2021.08.09
  • Accepted : 2021.11.20
  • Published : 2021.11.28
Download PDF
⟨ Previous Next ⟩

Abstract

The purpose of this study is to develop middle school English classes using Problem-Based Learning(PBL) based on flipped learning and to examine its effects. Recently, various attempts to combine flipped learning and PBL have been made; however, many studies have not been applied to middle and high school curriculums yet. The attempt of this study is expected to have theoretical and practical significance. The instructional model was derived from the review of previous studies, and the development of instructional program followed the general design procedure(analysis-design-development-implement-evaluation), and its validity was secured with the advice of related experts. To verify the effectiveness of the program, the English academic achievement test and the English key competency test were conducted before and after the program. Changes in English academic achievement were analyzed by the paired-sample t-test, and the effect of key competency and the level of achievement test performance (high vs, low) on the pre-post score change was analyzed by the mixed effects repeated measures ANOVA. As a result of the analysis, both academic achievement and key competencies increased, and the low-level students in the pre-academic achievement test showed more improvements. In conclusion, the PBL class based on flipped learning is effective in improving the English academic achievement and key competencies of middle school students, and in particular, it is shown to be an effective teaching method for students with low academic achievement.

본 연구의 목적은 플립드러닝 기반의 PBL(Problem-Based Learning) 수업 모형을 활용하여 중학교 영어 수업을 개발하고, 그 효과를 살펴보는 데에 있다. 최근 들어서, 플립드러닝과 PBL을 결합하려는 시도가 다양하게 이루어지고 있지만, 중고등학교 교과 수업에의 적용 연구는 아직 많지 않은 상황이며, 이에 본 연구의 시도는 이론적, 실제적 의의가 있을 것으로 기대한다. 수업 모형은 선행연구 검토를 통해 구체화시켰고, 수업 개발은 일반적 설계 절차(분석-설계-개발-실행-평가)를 따랐으며, 관련 전문가들의 자문으로 타당성을 확보하였다. 수업의 효과를 검증하기 위하여 영어 학업성취도 검사와 영어과 핵심역량 검사를 수업 처치 사전과 사후에 실시하였다. 영어 학업성취도 변화는 대응표본 t 검증의 방법으로 분석하였고, 핵심역량과 성취도 검사 수행 수준(상위, 하위)이 사전-사후 점수 변화에 미치는 효과의 양상은 혼합모형 반복측정 분산분석의 방법으로 분석하였다. 분석 결과 학업성취도와 핵심역량 모두 상승하였으며, 성취도 검사 하위 집단의 학생들이 상대적으로 더 큰 폭의 향상을 보였다. 결론적으로 플립드러닝 기반 PBL 수업은 중학생의 영어 학업성취도와 핵심역량 향상에 효과적인 것으로 보이며, 특히, 학업 성취도가 낮은 학생들에게도 효과적인 수업 방법으로 나타났다.

Keywords

References

  1. S. K. Kim. (2019). The Effect of the Flipped Learning and PBL on Participation in Class, Problem Solving Ability and Personality for College Students. Journal of Fisheries and Marine Science Education, 31(3), 703-716. https://doi.org/10.13000/JFMSE.2019.6.31.3.703
  2. J. H. Kim. (2017). The Study on Development of Korean Writing Teaching-Learning Design Model Using Flipped Learning: Based on Problem Based Learning(PBL). Doctoral Dissertation. Korea University, Seoul.
  3. I. A. Kang, J. P. Heo & S. K. Choi. (2017). The Effect of Flipped PBL Instruction on Interest and Academic Achievement in College Liberal Arts Mathematics Class. Korean Journal of General Education, 11(3), 331-375.
  4. D. R. Kim. (2018). Study on Flipped Learning and Flipped PBL Effectiveness of College General Mathematics. Journal of the Korea Convergence Society, 9(6), 209-215. DOI : 10.15207/JKCS.2018.9.6.209
  5. Y. D. Kang. (2019). A Study on Teaching and Learning Method of Expanding PBL Based on Flipped Learning. The Journal of Humanities and Social science, 10(2), 769-778.
  6. Y. J. Jo. (2019). A Study on the Development of PBL Performance Support System based on Flipped Learning. Journal of Learner-Centered Curriculum and Instruction, 19(12), 525-555. https://doi.org/10.22251/jlcci.2019.19.12.525
  7. H. D. Song & S. K. Shin. (2010). Instructional Design Principles for Scaffolding Problem-based Learning in a Multimedia-based Learning Environment. The Journal of Yeolin Education, 18(3), 149-164.
  8. S. A. Lee, E. C. Lee & S. W. Nam (2019). The Effect of Flipped-PBL on the Self Directed Learning Skills. Journal of Christian Education in Korea, 58(4), 119-146.
  9. J. P. Heo. (2017). The Effect of Flipped PBL(problem-based learning) on the Level of Interest and the Academic Achievement: The Case of General Mathematics Class in University. Doctoral dissertation. Kyung Hee University, Seoul.
  10. H. Y. Kim, M. S. Kim & H. C. Jeong. (2020). Effect of Smart PBL on Meta-cognition, Academic Self-efficacy, and Practice Satisfaction in Nursing Students Taking Fundamental Nursing Skills and Applying Flipped Learning. Journal of Korean Society for Simulation in Nursing, 8(1), 57-67. https://doi.org/10.17333/JKSSN.2020.8.1.57
  11. Y. W. Kang. (2019). Effects of Flip Learning-Based PBL Class on Self-Determined Sense and Technological Attitudes in the Middle School Technical Subject. Master's Dissertation. Kyungpook National University, Daegu.
  12. G. J. Yu. (2020). Analysis of epistemological framing in high school students in life science FPBL class. Master's Dissertation. Korea National University of Education, Chung-buk.
  13. A. A. Tawfik. & C. Lilly. (2015). Using a flipped classroom approach to support problem-based learning. Technology, Knowledge and Learning, 20(3), 299-315. https://doi.org/10.1007/s10758-015-9262-8
  14. H. Y. Cha, S. H. Hyun & G. Ganchimeg (2021). Development and Application of a Flipped and Problem-Based Learning (FPBL) Model. Journal of Education & Culture. 27(2), 353-372. https://doi.org/10.24159/JOEC.2021.27.2.353
  15. E. S. Park. (2020). A Study on Developing Flipped-PBL Course Model and Applying in the University. The Journal of Humanities and Social science, 11(2), 241-255.
  16. J. M. Nam. (2017). A Study between Online Entrepreneurship Education and Entrepreneurship: Based on PBL(Problem-Based Learning) and Flipped Learning. Asia-Pacific Journal of Business Venturing and Entrepreneurship, 12(2), 31-40. https://doi.org/10.16972/APJBVE.12.2.201704.31
  17. M. G. Choi. (2017). An Exploratory Study on Applicability of PBL to Flipped Learning: Focusing on Specialized High Schools. Master's Dissertation. Korea University, Seoul.
  18. K. Y. Ku. (2020). Development and Validation of a Self-Assessment Tool for Upper Elementary and Middle School Students' Key Competencies in English Education. The Mirae Journal of English Language and Literature, 25(2), 135-161. https://doi.org/10.46449/MJELL.2020.05.25.2.135
  19. The jamovi project (2021). jamovi (version 2.0) [Computer Software]. Retrieved from https://www.jamovi.org.Jamovi
  20. S. S. Sawilowsky. (2009). New effect size rules of thumb. Journal of modern applied statistical methods, 8(2), 597-599. https://doi.org/10.22237/jmasm/1257035100
  21. S. A. Kim. (2020). Development of FPBL Teaching Program on 'Ecosystem and Interaction' Unit of the High School Life Science I and its Application. Master's Dissertation. Korea National University of Education, Chungbuk.