[논문]메타분석을 통한 또래교수 수업이 수학 학업성취도와 정의적 영역에 미치는 효과

조창호; 최송희; 김동중

doi:10.7468/mathedu.2021.60.1.41

메타분석을 통한 또래교수 수업이 수학 학업성취도와 정의적 영역에 미치는 효과
The effects of peer tutoring on the mathematics learning achievements and affective domain by meta-analysis 원문보기

Journal of the Korean Society of Mathematical Education. Series A. The Mathematical Education, v.60 no.1, 2021년, pp.41 - 59

조창호 (고려대학교 교육대학원) , 최송희 (고려대학교 대학원) , 김동중 (고려대학교)

초록
AI-Helper

본 연구의 목적은 또래교수를 활용한 수학 수업이 학생의 인지적·정의적 영역에 미치는 효과를 종합하는 데 있다. 이에 총 61편의 개별연구 결과를 메타분석하여, 또래교수가 학생의 수학 학업성취도와 정의적 영역에 미치는 효과크기를 산출하였다. 연구 결과, 또래교수를 활용한 수학 수업의 인지적·정의적 교육효과가 전반적으로 중간 효과크기를 가짐을 확인하였다. 또한, 또래교수를 활용한 수학 수업이 학생의 인지적·정의적 영역에 미치는 효과에서 학교 급, 학생 유형, 학습 장소, 수업 시간, 또래교수자 훈련 또는 사전교육 실시 유·무를 중요한 변수로 발견하였다. 이러한 결과는 학교 수학 수업에서 또래교수의 설계와 운영에 대한 다양한 변인들을 바탕으로 구체적 아이디어를 제안할 수 있다.

Abstract ▼ AI-Helper

The purpose of this study is to synthesize a comprehensive and general conclusion about the effects of mathematics classes using peer tutoring on the cognitive (mathematics learning achievement) and affective domains. For this purpose, a total of 61 individual studies were meta-analyzed in this study to calculate the effect size, measuring the strength of the relationship between mathematics classes using peer tutoring and either the cognitive or affective domain. As a result of this study, it was confirmed that mathematics classes using peer tutoring generally have a medium effect size in both cognitive and affective domains. Also, it was found that level of school, type of student, learning location, class time, tutor education or prior training are significant variables that affect the impact of mathematics classes using peer tutoring on the cognitive and affective domains. These results suggest specific ideas on how to design and operate peer tutoring in school mathematics classes on the basis of different variables.

주제어

표/그림 (18)

그림 [Fig. 1] The progress procedures of this study
그림 [Fig. 2] PRISMA flowchart
표 [Table 1] Classification of sub-domains for the analysis of mathematics affective domain
표 [Table 2] Categorization of sub-domain in mathematics affective domain
표 [Table 3] Coding standard
표 [Table 4] Result of homogeneity test for all analyzed studies
표 [Table 5] Overall effect size of school mathematics class using peer tutoring
그림 [Fig. 3] Funnel plot
표 [Table 6] Result of Egger’s regression analysis
표 [Table 7] Overall effect size adjusted by trim-and-fill method
표 [Table 8] Average effect size of mathematical learning achievement and affective domain
표 [Table 9] Average effect size of sub-domain in mathematics affective domain
표 [Table 10] Average effect size for level of school
표 [Table 11] Average effect size for type of student
표 [Table 12] Average effect size for learning location
표 [Table 13] Average effect size for role exchange
표 [Table 14] Average effect size for class time
표 [Table 15] Average effect size for tutor training or prior training

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저자의 다른 논문 :

표제어: PCR

동의어: Packet Collision Rate

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용어 설명: PCR은 세균 특이성이 있는 primer를 이용하여 적은 수의 세균이 있을지라도 쉽게 검출할 수 있는 유용한 방법이며, 이를 이용하여 구강 내 치면세균막이나 타액에서 직접 세균을 검출할 수 있게 되었다[8].

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