The Mathematical Education (한국수학교육학회지시리즈A:수학교육)

Korean Society of Mathematical Education (한국수학교육학회)
권호 표지
DOI QR코드

DOI QR Code

Effects of learner-centered mathematical instruction perceived by middle school students on math self-efficacy and class engagement: Multi-group analysis based on achievement level

중학생이 인식한 학습자 중심 수학수업이 수학자기효능감과 수업참여에 미치는 영향: 성취수준에 따른 다집단 분석

  • Received : 2021.09.29
  • Accepted : 2021.11.08
  • Published : 2021.11.30
Download PDF
⟨ Previous Next ⟩

Abstract

This study aims to examine the effects of learner-centered mathematical instruction perceived by middle school students such as discussion learning, self-directed learning, and cooperative learning on their math self-efficacy and engagement in mathematics class. Moreover, it attempts to verify if there are differences in the mean of latent variables and effect among groups divided based on achievement level. Research results are as follows. First, discussion learning did not have a direct effect on students' engagement in mathematics class, but still created an indirect effect on it through math self-efficacy. Self-directed learning and cooperative learning created a direct effect on engagement in mathematics class as well as an indirect effect through self-efficacy on mathematics. Second, high-achievement group had a higher perception of discussion learning, self-directed learning, and cooperative learning than a low-achievement group, and showed a higher level of math self-efficacy and engagement in mathematics class. Third, there were significant differences among groups, in the effect of discussion learning on self-efficacy in mathematics, effect of self-directed learning on self-efficacy in mathematics, and effect of math self-efficacy on engagement in mathematics class. Thus, this study offers meaningful implications for the role of math teachers as assistants in learning for learner-centered math classes.

본 연구는 중학생이 인식한 학습자 중심 수학수업이 수학자기효능감과 수업참여에 미치는 영향을 분석하였다. 그 결과, 토의토론학습은 수업참여에 직접적인 영향을 미치지는 않았지만 수학자기효능감을 매개하여 간접적인 정적 영향을 미쳤으며, 자기주도학습과 협동학습은 수업참여에 직접적인 영향과 수학자기효능감을 매개하여 간접적인 정적 영향을 미쳤다. 또한 성취 상·하위집단 간 토의토론학습이 수학자기효능감에 미치는 효과, 자기주도학습이 수학자기효능감에 미치는 효과, 그리고 수학자기효능감이 수업참여에 미치는 효과에 있어서 유의한 차이가 나타났다. 이는 학습자 중심 수학수업을 위한 학습의 조력자로서 수학교사의 역할에 의미 있는 시사점을 제시한다.

Keywords

References

  1. An, I. K., & Oh, Y. G. (2018). An Analysis of Mathematical Modeling Process and Mathematical Reasoning Ability by Group Organization Method. Journal of Elementary Mathematics Education in Korea, 22(4), 497-515.
  2. Baek, Y. G. (1999). 웹기반 학습의 설계. Seoul: Yangseoweon.
  3. Bandura, A. (1997). Self-efficacy: The exercise of control. New. York: W. H.
  4. Cha, M. J., Kim, C. M., Kwon, H. J., Cho, H. D., Lee, J. Y., ..., Park, I. W. (2010). A development of learner participation scale in instruction. The Korean Journal of Educational Methodology Studies, 22(1), 195-219. https://doi.org/10.17927/TKJEMS.2010.22.1.195
  5. Cha, S. J., & Kim, J. H. (2021). The Effects of Leaner-Centered Mathematical Instructions on Students' Reasoning Ability and Achievement. Education of Primary School Mathematics, 24(1), 43-69. https://doi.org/10.7468/JKSMEC.2021.24.1.43
  6. Cheong, M. J., Kim, H. K., & Moon, Y. H. (2015). The relationship between Teaching Methods accepted by learners and Academic Achievement Factors on Academic Achievement. Korean Journal of Youth Studies, 22(7), 129-150.
  7. Cho, H. J., & Kim, D. S. (2013). The Relationship between Cooperation Learning in Mathematics and Their Attitudes Towards Mathematics. Korean Journal of Comparative Education, 23(4), 131-154.
  8. Cohen, J. (1988). Statistical Power Analysis for the Behavioral Sciences. Hillsdle.
  9. Dole, S., Bloom, L., & Kowalske, K. (2016). Transforming pedagogy: Changing perspectives from teacher-centeredto learner-centered. Interdisciplinary Journal of Problem-Based Learning, 10(1), 1.
  10. Fredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (2004). School engagement: Potential of the concept, state of the evidence. Review of educational research, 74(1), 59-109. https://doi.org/10.3102/00346543074001059
  11. Hackett, G., & Betz, N. E.(1989). An exploration of the mathematics self-efficacy/mathematics performance correspondence. Journal for research in Mathematics Education, 20(3), 261-273. https://doi.org/10.2307/749515
  12. Hong, S., Malik, M. L., & Lee, M. K. (2003). Testing configural, metric, scalar, and latent mean invariance across genders in sociotropy and autonomy using a non-Western sample. Educational and psychological measurement, 63(4), 636-654. https://doi.org/10.1177/0013164403251332
  13. Im, H. J. (2014). The Effects of Mathematics Lessons Based on Communication in the Mathematical Achievement and Self-efficacy of Children with Under achievement. Master's thesis. Daegu National University of Educatio,. Daegu.
  14. Jo, Y. R. (2018). Effects of Learner-Centered Mathematical Instructions on Learners' Mathematical Achievement and Attitude toward Mathematics. Master's thesis. Daegu National University of Education, Daegu.
  15. Joo, H. J., Lee, J. A., & Kim, Y. M. (2012). An investigation of perception difference between science teachers and their students about science teaching and learning environment. Teacher Education Research, 51(3), 410-422. https://doi.org/10.15812/ter.51.3.201212.410
  16. Jung, H. S. (2019). Longitudinal mediation effect of mathematics class factors between goal perception and mathematics academic achievement on middle school students. The Mathematical Education, 58(1), 21-39. https://doi.org/10.7468/MATHEDU.2019.58.1.21
  17. Jung, K. A. (2003). A study on the predictive and mediational role of mathematics self-efficacy in a model of mathematics achievement. Doctoral dissertation. Yonsei University, Seoul.
  18. Kang, I. A., & Choo, H. J. (2009). Re-conceptualization of the Learner-Centered Education: The Status Quo of the In-Service Teachers. J ournal of Learner-Centered Curriculum and Instruction, 9(2), 1-34.
  19. Kheel, H. S. (2001). A philosophical Perspective on the Learner-Centered Curriculum and Instruction. Journal of Learner-Centered Curriculum and Instruction, 1, 1-27
  20. Kim, A. R. (2019). The effects of the discussion using errors on mathematical problem solving abilities and mathematical dispositions. Master's thesis. Seoul National University of Education, Seoul.
  21. Kim. D. W. (2014). The effects of strengthening individual accountability on positive interdependence of collaboration learning Case Studies by qualitative data analysis. Korean Journal of General Education, 8(5), 485-515.
  22. Kim, J. H. (2007). 1st Graders' Achievements Who have Experienced Learning and Teaching Practices in Learner-Centered Classroom during First School Year. Journal of elementary mathematics education in Korea, 11(1), 23-42. https://doi.org/10.1142/9789814525725_0002
  23. Kim, J. H. (2010). The teaching-learning practices all learners can participate in mathematics instruction. Education of Primary School Mathematics. 13(1), 13-24
  24. Kim, J. H. (2007). A Study on the Influence of Self-directed Learning on Mathematics Learning. Master's thesis. Kook Min University, Seoul.
  25. Kim, J. H., Kim, E. J., & Hong, S. H. (2006). Effects of Self-Determination on the Academic Achievement in Kroean Middle School Students. The Korean Journal of Educational Psychology, 20(1), 243-264.
  26. Kim, J. Y., Choi, B. M., & Park, M. H. (2018). 경기교육종단연구 6차년도 기초분석 보고서. Gyeonggi: Gyeonggi Institute of Education.
  27. Kim, M. G., Kim J. H., & Hong. S. H. (2009). 구조방정식 모형으로 논문 쓰기. Communication books.
  28. Kim, N. O., Park, M, A., Lee, B. N., & Sohn, W. S. (2018). The role of Teacher Characteristics and Feedback in Developing Elementary students' Affective and Cognitive Achievement. The Journal of Curriculum and Evaluation, 21(2), 129~151. https://doi.org/10.29221/jce.2018.21.2.129
  29. Knowles, M. S. (1975). Self-directed learning: a guide for learners and teachers.
  30. Ko, D. H., & Jung, H. S. (2020). Analysis on the Effect of Mathematics Class Characteristics and Mathematical Confidence on Mathematical Academic Achievement: Applying Hierarchical Linear Model. School Mathematics, 22(2), 313-332. https://doi.org/10.29275/sm.2020.06.22.2.313
  31. Kwon, N. W. (2001). Characteristic and Theory of Learner-centered Education. Journal of Learner-Centered Curriculum and Instruction, 1(1), 29-40.
  32. Lee, D. H., Kim, H. C. (2012). The impact of middle school students' self-directed learning ability in mathematical problem solving ability. The Journal of Curriculum and Instruction Studies, 5(2), 19-52.
  33. Lee, H. R., & Choi, J. H. (2013). Comparative Study between Mathematically Gifted Elementary Students and Non-Gifted Students in Communication Skills and Self-Directed Learning Ability. School Mathematics, 15(3), 585-601.
  34. Lee, S. H. (2004). The Effects of Mathematics Self-Efficacy on Preference and Learning Style for Mathematics. Master's thesis. Korea National University of Education, Chung Buk.
  35. Lee, S. H., Lee, J., Gu, Y. M., & Lee, G. S. (2009). Instructional methods and educational technology: communication, instructional design, and utilization of technologies. Paju: Kyoyook-koahaksa.
  36. Lee, S. H. (2012). Development of the Mathematics Self-Efficacy Scale for high school and college students. The Korean Journal of Counseling and Psychotherapy, 24(3), 573-594.
  37. Ministry of Education. (2015). 수학과 교육과정 교육부 고시 제 2015-74 호.
  38. Noh, S. S., Kim, M. K., Yu, H. J., & Cha, I. S. (2001). Students and Teachers' Perceptions on the Goals of Mathematics Education: A Foundational Research for the Development of Mathematics Curriculum Model for a Creative Knowledge-based Society. The Mathematical Education, 40(2), 161-177.
  39. Park, I. S., & Kwon, N. W. (2007). Effects of Cooperative Learning through TGT Model on Mathematical Problem Solving and Mathematics Related Attitudes. Journal of Learner-Centered Curriculum and Instruction, 7(1), 21-39.
  40. Park, K. M. (2009). A Research on the Teaching and Learning of Geometry Based on the Lakatos Proofs and Refutation Method. School Mathematics, 11(1), 55-70.
  41. Park, S. H. (2020). An Analysis of Variables Affecting Middle School Students' Engagement in Classes. Master's thesis. Ewha Womans University, Seoul.
  42. Park, S. H., & Yeom, M. S. (2013). 교수학습과 교육공학. Seoul: Hakjisa.
  43. Roh, K. H., & Kim, C. H. (2000). The Effect of Constructivistic Instruction on Academic Achievement, Interest and Transfer of Learning. The Korean Journal of Educational Psychology, 15(1), 161-181.
  44. Rosseel, Y (2012). lavaan: An R Package for Structural Equation Modeling. Journal of Statistical Software, 48(2), 1-36. https://www.jstatsoft.org/v48/i02/. https://doi.org/10.18637/jss.v048.i02
  45. Ryu, S. K., & Kim, H. J. (2001). Solving Problem Based on Lakatos's Logic of Mathematical Discovery. The Koera Journal of Educational Studies, 15, 138-163
  46. Slavin, R. E. (1995). Cooperative learning: Theory, research, and practice. (2nd ed.). Massachusetts.: A simon & schuster Company.
  47. So, Y. H. (2011). Analysis of the structural relations between Learners' perception on instruction, self-directed Learning, Learning flow, and academic achievement. The Korean Journal of Child Education, 20(2), 19-32.
  48. Song, J. E., Park, M. R., (2020). The Effects of Self-Efficacy, Class Engagement, and Teaching Methods on English Academic Achievement. Journal of Learner-Centered Curriculum and Instruction, 20(15), 351-371. https://doi.org/10.22251/jlcci.2020.20.15.351
  49. Yu, S. B., & Kim, N. O. (2020). The Structural Relationship of Learner-centered Instruction, Feedback Experience, Affective Achievement, and Mathematical Competencies by Middle Schoolers. Journal of Educational Evaluation, 33(4), 791-814.
  50. Woo, J. H. (2000). 수학 학습-지도 원리와 방법. Seoul: Seoul National University Press.
  51. Yu, S. B., & Shin, Y. N. (2015). A longitudinal change of student engagement profile and achievement. Journal of Educational Evaluation, 28(5), 1329-1355.
  52. Zimmerman, B. J. (1990). Self-regulated learning and academic achievement: An overview. Educational psychologist, 25(1), 3-17. https://doi.org/10.1207/s15326985ep2501_2