The Journal of the Convergence on Culture Technology (문화기술의 융합)

The International Promotion Agency of Culture Technology (국제문화기술진흥원)
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The Effects of Face-to-face and Non-face-to-face Classes on the Academic Achievement of Chemistry II and Advanced Chemistry in Science High School Students

대면 및 비대면 수업 형태가 과학고 학생들의 화학II 및 고급화학의 학업성취도에 미치는 영향

  • 신동선 (거제상문고등학교) ;
  • 박종근 (경상국립대학교 화학교육과)
  • Received : 2024.01.02
  • Accepted : 2024.01.31
  • Published : 2024.03.31
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Abstract

We studied the effects on their academic achievement of chemistry II and advanced chemistry subjects of science high school students according to the type of class (face-to-face and non-face-to-face). The subjects of this study were 195 first-year students of G Science High School located in Gyeongnam. The average scores of Chemistry II and Advanced Chemistry in non-face-to-face classes in 2020 and face-to-face classes in 2021 were compared and analyzed. As a result of comparing and analyzing the academic achievement according to the class type, students' grades in Chemistry II and Advanced Chemistry were higher in non-face-to-face classes. In the comparison of academic achievement by level according to class type, Chemistry II showed higher average grades in non-face-to-face classes as the lower level were, and in advanced chemistry, the higher the upper grades in non-face-to-face classes. In addition, in terms of the effect of changes in class form on the upper and lower 10% levels of academic achievement of Chemistry II, the upper 10% showed high grades in face-to-face classes and the lower 10% in non-face-to-face classes. On the other hand, in advanced chemistry, the average grade of non-face-to-face classes was higher than that of face-to-face classes in the top 10%, and the average grade of face-to-face classes was higher than that of non-face-to-face classes in the bottom 10%. Through these results, it was found that in the teaching-learning of science high school students, instructors need to design and treat teaching-learning appropriate to the level of academic achievement.

우리는 수업 형태 (대면, 비대면)에 따라 과학고 학생들의 화학II 및 고급화학 과목의 학업성취도에 미치는 영향을 연구하였다. 연구 대상은 경남 소재 G 과학고등학교 1학년 학생 195명을 대상으로 하였다. 2020년의 비대면 수업과 2021년의 대면 수업에 의한 화학II 및 고급화학 평균 점수를 비교·분석하였다. 수업 형태에 따른 학업성취도를 비교·분석한 결과, 비대면 수업에서 학생들의 화학II 및 고급화학 성적이 높게 나타났다. 수업 형태에 따른 수준별 학업성취도 비교에서, 화학II는 하위권일수록 비대면 수업의 평균 성적이 높게 나타났고, 고급화학은 상위권일수록 비대면 수업의 평균 성적이 높게 나타났다. 또한, 수업 형태의 변화가 화학II의 학업성취도 상위 및 하위 10% 수준에 미치는 영향에서, 상위 10%는 대면 수업에서 높은 성적을 보였고, 하위 10%는 비대면 수업에서 높게 나타났다. 반면, 고급화학에서 상위 10%는 비대면 수업의 평균 성적이 대면 수업의 평균 성적보다 높았고, 하위 10% 수준은 대면 수업의 평균 성적이 비대면 수업의 평균 성적보다 더 높게 나타났다. 이러한 결과를 통해, 과학고 학생들의 교수-학습에서, 교수자는 학업성취 수준에 적합한 교수-학습의 설계 및 수업 처치가 필요한 것으로 나타났다.

Keywords

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