초록

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본 연구의 목적은 학습기술훈련이 초등학교 학습부진아의 학습습관과 자기주도적 학습능력에 미치는 효과를 밝히는 것이다. 이를 위해 부산시 소재의 G초등학교 4학년 아동 중 검사를 통해 선정된 학습부진아 42명을 실험집단과 통제집단에 각각 21명씩 배치하고 실험집단에게 학습기술훈련을 실시한 다음 그 효과를 알아보았다. 연구의 결과를 요약하면 다음과 같다.

첫째, 학습기술훈련이 초등학교 학습부진아의 학습습관을 바람직하게 변화시키는데 효과가 있었다. 둘째, 학습기술훈련이 학습부진아의 자기주도적 학습능력을 향상시키는데 효과가 있었다.

이러한 연구 결과로 볼 때 학습기술훈련을 통해 학습기술이 부족하여 자기주도적 학습능력을 갖지 못했던 학습부진아들에게 학습하는 방법을 배우고 익히게 함으로써 의존적이고 수동적이던 기존의 학습습관이나 학습능력을 개선하는데 긍정적인 효과를 가져 올 수 있다는 결론을 내릴 수 있다.

Abstract ▼ AI-Helper

This study purposed to examine the effect of study skills training on study habits and self-directed learning ability of underachievers. For this purpose, we conducted ‘Scholastic Aptitude Test by the Office of Education’ on 4th‐grade students at G Elementary School in Busan and selected 42 c...

This study purposed to examine the effect of study skills training on study habits and self-directed learning ability of underachievers. For this purpose, we conducted ‘Scholastic Aptitude Test by the Office of Education’ on 4th‐grade students at G Elementary School in Busan and selected 42 children whose academic achievement in four subjects (Korean, mathematics, social studies and science) was less than 60% and whose record belonged to the lowest 20%. Assigning 21 of them to the experimental group and another 21 to the control group, we tested the effect of study skills training program through a pre-test and a post-test. The study skills training program used in this study was prepared by modifying the study skills training program for elementary students developed by Byeon, Yeong-Gye and Park, Han-Suk(2000) fittingly to the cognition level of 4thgrade underachievers. The results of this study are as follows. First, the study skills training was effective in changing underachievers’ study habits in a desirable way by improving their study skills. Second, the study skills training was effective in improving underachievers’ self-directed learning ability by improving their study skills. Accordingly, it is concluded that study skills training has a positive effect on study habits and self-directed learning ability of underachievers.

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