Structural Model Analysis of the Effectiveness of Problem Solving Ability by Team-Based Learning Pedagogy

This study is to evaluate the effectiveness of problem-solving ability by applying a team-based learning model to the classes of humanities and social science students, and to conduct a structural model analysis on the relationship between sub-factors. Team-based learning was conducted six times in six teams with 30 students in the second and third grades of the humanities and social sciences. The problem solving ability score of the target students was significantly higher after team-based learning and was statistically significant. There was no problem in normality with the latent variables, which are the sub-factors of problem solving ability, and the factor load value was statistically significant at the .001 level in the confirmatory factor analysis of the observed variables for the latent variables, which was a valid model. A good level of fitness was also shown in the verification of the fitness of the research model. As a result, it was analyzed that latent variables of cause analysis, problem clarification, planning execution, performance evaluation, and alternative development had an indirect or direct influence on each other.

본 연구는 팀 기반 학습 모델을 인문사회계열 학생들의 수업에 적용하여 문제해결능력의 효과성을 평가하고 하위요인들 간의 관계에 대한 구조모형분석을 실시하는 것이다. 팀 기반 학습은 인문사회계열의 2학년과 3학년 각각 30명을 6개의 팀으로 구성하여 6차례 실시하였다. 대상학생들의 문제해결능력 점수는 팀 기반 학습 후의 문제해결능력 점수가 상당히 높게 나타났으며 통계적으로 유의미하게 나타났다. 문제해결능력 하위요인인 잠재변수들과의 정규성에 문제가 없었고, 잠재변수들에 대한 관측변수들의 확인적 요인분석에서 요인부하량 값이 .001수준에서 통계적으로 유의미하여 타당한 모형이었다. 연구모형의 적합도 검증에서도 좋은 수준의 적합도를 보여주었다. 결과적으로 원인분석, 문제명료화, 계획실행, 수행평가, 대안개발의 잠재변수들 간에는 서로 간접 또는 직접적으로 영향을 미치고 있는 것으로 분석되었다.