학습전략과 메타인지 및 멀티미디어 활용단계가 학업성취와 학습태도에 미치는 영향 (The) Effects of learning strategy, metacognition and steps of multimedia application on academic achievement and learning attitude원문보기
본 연구는 멀티미디어의 활용단계가 학업성취와 학습태도에 미치는 효과를 알아보려는데 그 목적이 있다. 광주광역시 C고등학교 1학년 여학생 143명을 4개의 실험집단으로 나누어 Gagne의 수업단계모형을 기초로 4단계로 구분한 멀티미디어를 각각 무선배치하였다. 실험 전 4개의 실험집단에 각각, 학습전략검사와 메타인지 검사를 실시하였고 선수학습 검사를 실시하였다. 학습 직전에 사전학습 검사와 태도검사를 실시하였으며 멀티미디어 화면으로 제시되는 교재학습 프로그램을 변인별로 수업에 투입한 직후 사전학습 문제와 동일한 문항으로 직후검사를 실시하였고 다시 태도검사를 실시하였다. 실험결과 얻어진 자료는 SAS프로그램을 이용하여 ...
본 연구는 멀티미디어의 활용단계가 학업성취와 학습태도에 미치는 효과를 알아보려는데 그 목적이 있다. 광주광역시 C고등학교 1학년 여학생 143명을 4개의 실험집단으로 나누어 Gagne의 수업단계모형을 기초로 4단계로 구분한 멀티미디어를 각각 무선배치하였다. 실험 전 4개의 실험집단에 각각, 학습전략검사와 메타인지 검사를 실시하였고 선수학습 검사를 실시하였다. 학습 직전에 사전학습 검사와 태도검사를 실시하였으며 멀티미디어 화면으로 제시되는 교재학습 프로그램을 변인별로 수업에 투입한 직후 사전학습 문제와 동일한 문항으로 직후검사를 실시하였고 다시 태도검사를 실시하였다. 실험결과 얻어진 자료는 SAS프로그램을 이용하여 공변량분석(ANCOVA)을 하였으며 연구결과는 다음과 같다. 첫째, 선수학습과 사전 학업성취도를 통제했을 때 학습전략이 학업성취도에 의의 있는 영향을 미친다는 결과가 나와서 연구가설 1은 긍정되었다. 선수학습 점수와 사전 학습태도를 통제했을 때 학습전략이 학습태도에 의의 있는 영향을 미치는 것으로 나타나서 연구가설 8도 긍정되었다. 둘째, 선수학습과 사전 학업성취도를 통제했을 때 메타인지는 학업성취에 의의있는 영향을 미치지 못하는 것으로 나타나서 연구가설 2는 부정되었다. 선수학습과 서전 학습태도를 통제했을 때 메타인지가 학습태도에 의의 있는 영향을 미치지 못하는 것으로 나타나서 연구가설 9도 부정되었다. 셋째, 선수학습과 사전 학업성취도를 통제했을 때 학습전략과 메타인지는 상호작용 효과가 있었다. 그러므로 연구가설 3은 긍정되었다. 선수학습 점수와 사전 학습태도 점수를 통제했을 때 학습 전략과 메타인지는 학습태도에 상호작용 효과가 없는 것으로 나타났다. 따라서 연구가설 10은 부정되었다. 넷째, 멀티미디어 활용단계에 따라 학업성취에 의의 있는 차이가 있는 것으로 나타나 연구사설 4는 긍정되었다. 멀티미디어 활용 단계에 따라 학습태도에 차이가 있을 것이라는 연구가설 11은 분석 결과 학습태도에 차이가 없다는 결과가 나와서 부정되었다. 다섯째, 멀티미디어 활용단계와 학습전략은 학업성취에, 상호작용 효과는 없는 것으로 나타나 연구가설 5는 부정되었다. 멀티미디어 활용단계와 학습전략은 학습태도에 상호작용 효과가 없다는 결과가 나와서 연구가설 12는 부정되었다. 여섯째, 멀티미디어 활용단계와 메타인지는 학업성취에 상호작용 효과가 없다는 결과가 나와서 연구가설 6은 부정되었다. 멀티미디어 활용단계와 메타인지는 학습태도에 상호작용 효과가 없다는 결과가 나와서 연구가설 13은 부정되었다. 일곱째, 멀티미디어 활용단계와 학습전략, 메타인지는 학업성취와 학습태도에 상호작용 효과가 없다는 결과가 나와서 연구가설 7은 부정되었다. 멀티미디어 활용단계와 학습전략, 메타인지는 학습태도에 상호작용 효과가 없다는 결과가 나와서 연구가설 14는 부정되었다.
본 연구는 멀티미디어의 활용단계가 학업성취와 학습태도에 미치는 효과를 알아보려는데 그 목적이 있다. 광주광역시 C고등학교 1학년 여학생 143명을 4개의 실험집단으로 나누어 Gagne의 수업단계모형을 기초로 4단계로 구분한 멀티미디어를 각각 무선배치하였다. 실험 전 4개의 실험집단에 각각, 학습전략검사와 메타인지 검사를 실시하였고 선수학습 검사를 실시하였다. 학습 직전에 사전학습 검사와 태도검사를 실시하였으며 멀티미디어 화면으로 제시되는 교재학습 프로그램을 변인별로 수업에 투입한 직후 사전학습 문제와 동일한 문항으로 직후검사를 실시하였고 다시 태도검사를 실시하였다. 실험결과 얻어진 자료는 SAS프로그램을 이용하여 공변량분석(ANCOVA)을 하였으며 연구결과는 다음과 같다. 첫째, 선수학습과 사전 학업성취도를 통제했을 때 학습전략이 학업성취도에 의의 있는 영향을 미친다는 결과가 나와서 연구가설 1은 긍정되었다. 선수학습 점수와 사전 학습태도를 통제했을 때 학습전략이 학습태도에 의의 있는 영향을 미치는 것으로 나타나서 연구가설 8도 긍정되었다. 둘째, 선수학습과 사전 학업성취도를 통제했을 때 메타인지는 학업성취에 의의있는 영향을 미치지 못하는 것으로 나타나서 연구가설 2는 부정되었다. 선수학습과 서전 학습태도를 통제했을 때 메타인지가 학습태도에 의의 있는 영향을 미치지 못하는 것으로 나타나서 연구가설 9도 부정되었다. 셋째, 선수학습과 사전 학업성취도를 통제했을 때 학습전략과 메타인지는 상호작용 효과가 있었다. 그러므로 연구가설 3은 긍정되었다. 선수학습 점수와 사전 학습태도 점수를 통제했을 때 학습 전략과 메타인지는 학습태도에 상호작용 효과가 없는 것으로 나타났다. 따라서 연구가설 10은 부정되었다. 넷째, 멀티미디어 활용단계에 따라 학업성취에 의의 있는 차이가 있는 것으로 나타나 연구사설 4는 긍정되었다. 멀티미디어 활용 단계에 따라 학습태도에 차이가 있을 것이라는 연구가설 11은 분석 결과 학습태도에 차이가 없다는 결과가 나와서 부정되었다. 다섯째, 멀티미디어 활용단계와 학습전략은 학업성취에, 상호작용 효과는 없는 것으로 나타나 연구가설 5는 부정되었다. 멀티미디어 활용단계와 학습전략은 학습태도에 상호작용 효과가 없다는 결과가 나와서 연구가설 12는 부정되었다. 여섯째, 멀티미디어 활용단계와 메타인지는 학업성취에 상호작용 효과가 없다는 결과가 나와서 연구가설 6은 부정되었다. 멀티미디어 활용단계와 메타인지는 학습태도에 상호작용 효과가 없다는 결과가 나와서 연구가설 13은 부정되었다. 일곱째, 멀티미디어 활용단계와 학습전략, 메타인지는 학업성취와 학습태도에 상호작용 효과가 없다는 결과가 나와서 연구가설 7은 부정되었다. 멀티미디어 활용단계와 학습전략, 메타인지는 학습태도에 상호작용 효과가 없다는 결과가 나와서 연구가설 14는 부정되었다.
The purpose of this study was to examine the effects of learning strategy, metacognition and steps of multimedia application on academic achivement and learning attitude. The subjects were 143 girls students who are in their first year in a highschool of Kwangju. Subjects were divided into four grou...
The purpose of this study was to examine the effects of learning strategy, metacognition and steps of multimedia application on academic achivement and learning attitude. The subjects were 143 girls students who are in their first year in a highschool of Kwangju. Subjects were divided into four groups and randomly assigned to four steps of multimedia application based on Gagne's instructional design as follows: 1. gaining attention, informing learners of the objectives, recalling of prior learning, presenting stimuli 2. learning guidance 3. eliciting performance, feedback, assessing, retention and transfer 4. All events were included over the learning process. Before experiment each subject took metacognition test, learning strategy test, learning strategy and learning attitude test and previous learning test. Right before the instruction, they took previous academic achivement test and learning attitude test and one of the four instructional multimedia program was randomly assigned to them. Right after the instruction, they took academic achivement test with the same question items and also learning attitude test. ANCOVA was employed to analyze the dat. The research findings are as follows: First, when previous learning scores and previous academic achivement were fixed, learning strategy had influence on academic achivement. The results indicated that the hypothesis 1 was accepted. And when the previous learning scores and previous learning attitude were fixed, learning strategy had influence on learning attitude. The results indicated that the hypothesis 8 was accepted. Second, when the previous learning scores and previous academic achivement were fixed, metacognition did not have any influence on academic achivement. And when the previous learning scores and previous learning attitude were fixed, metacognition did not have any influence on learning attitude. Thus both the hypothesis 2 and the hypothesis 9 were rejected. Third, when the previous learning scores and previous academic achvement were fixed, there was significant interaction between learning strategy and metacognition. Thus hypothesis 3 was accepted. But when the previous learning scores and previous learning attitude were fixed, learning strategy and metacognition did not influence each other. Thus the hypothesis 10 was rejected. Forth, when the previous learning scores and previous academic achivement were fixed, there was significant influence of using multimedia steps on academic achivenent. Thus the hypothesis 4 was accepted. and when the previous learning scores and previous learning attitude were fixed, there was no significant influence of using multimedia steps on learning attitude. Thus the hypothesis 11 was rejected. Fifth, there was no significant interaction between the use of multimedia steps and learning strategy on academic achivement. Thus the hypothesis 5 was rejected. and when the previous learning scores and previous learning attitude were fixed, there was no significant interaction between using multimedia step and learning strategy on learning attitude. Thus the hypothesis 12 was rejected. Sixth, When the previous learning scores and previous academic achivement were fixed, there was no significant between using multimedia steps and metacognition on academic achivement. Thus the hypothesis 6 was rejected. And When the previous learning scores and previous learning attitude were fixed, there was no significant interaction between using multimedia steps and metacognition on learning attitude. Thus the hypothesis 13 was rejected. Seventh, when the previous learning scores and previous academic achivement were controlled, there were not significant effect of use of multimedia step, learning strategy, metacognition on academic achivement. Thus the hypothesis 7 was rejected. And when previous learning scores and previous learning attitude were controlled, there were not significant effect of use of multimedia steps, learning strategy, metcognition on learning attitude. Thus hypothesis 14 was rejected.
The purpose of this study was to examine the effects of learning strategy, metacognition and steps of multimedia application on academic achivement and learning attitude. The subjects were 143 girls students who are in their first year in a highschool of Kwangju. Subjects were divided into four groups and randomly assigned to four steps of multimedia application based on Gagne's instructional design as follows: 1. gaining attention, informing learners of the objectives, recalling of prior learning, presenting stimuli 2. learning guidance 3. eliciting performance, feedback, assessing, retention and transfer 4. All events were included over the learning process. Before experiment each subject took metacognition test, learning strategy test, learning strategy and learning attitude test and previous learning test. Right before the instruction, they took previous academic achivement test and learning attitude test and one of the four instructional multimedia program was randomly assigned to them. Right after the instruction, they took academic achivement test with the same question items and also learning attitude test. ANCOVA was employed to analyze the dat. The research findings are as follows: First, when previous learning scores and previous academic achivement were fixed, learning strategy had influence on academic achivement. The results indicated that the hypothesis 1 was accepted. And when the previous learning scores and previous learning attitude were fixed, learning strategy had influence on learning attitude. The results indicated that the hypothesis 8 was accepted. Second, when the previous learning scores and previous academic achivement were fixed, metacognition did not have any influence on academic achivement. And when the previous learning scores and previous learning attitude were fixed, metacognition did not have any influence on learning attitude. Thus both the hypothesis 2 and the hypothesis 9 were rejected. Third, when the previous learning scores and previous academic achvement were fixed, there was significant interaction between learning strategy and metacognition. Thus hypothesis 3 was accepted. But when the previous learning scores and previous learning attitude were fixed, learning strategy and metacognition did not influence each other. Thus the hypothesis 10 was rejected. Forth, when the previous learning scores and previous academic achivement were fixed, there was significant influence of using multimedia steps on academic achivenent. Thus the hypothesis 4 was accepted. and when the previous learning scores and previous learning attitude were fixed, there was no significant influence of using multimedia steps on learning attitude. Thus the hypothesis 11 was rejected. Fifth, there was no significant interaction between the use of multimedia steps and learning strategy on academic achivement. Thus the hypothesis 5 was rejected. and when the previous learning scores and previous learning attitude were fixed, there was no significant interaction between using multimedia step and learning strategy on learning attitude. Thus the hypothesis 12 was rejected. Sixth, When the previous learning scores and previous academic achivement were fixed, there was no significant between using multimedia steps and metacognition on academic achivement. Thus the hypothesis 6 was rejected. And When the previous learning scores and previous learning attitude were fixed, there was no significant interaction between using multimedia steps and metacognition on learning attitude. Thus the hypothesis 13 was rejected. Seventh, when the previous learning scores and previous academic achivement were controlled, there were not significant effect of use of multimedia step, learning strategy, metacognition on academic achivement. Thus the hypothesis 7 was rejected. And when previous learning scores and previous learning attitude were controlled, there were not significant effect of use of multimedia steps, learning strategy, metcognition on learning attitude. Thus hypothesis 14 was rejected.
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