고등학교 지리수업에서 협동학습 전략이 학업성취와 학습태도에 미치는 효과
저자
발행사항
서울 : 建國大學校, 2003
학위논문사항
학위논문(석사)-- 建國大學校 敎育大學院 : 地理敎育專攻 2003.2
발행연도
2003
작성언어
한국어
주제어
KDC
376.6498 판사항(4)
DDC
910.712 판사항(21)
발행국(도시)
서울
기타서명
(The) effedtiveness of cooperative learning strategies on achievement and attitude in high school geography class
형태사항
ix, 113p. : 삽도 ; 26cm
일반주기명
부록 :'지리수업에 관한 설문지' 등 수록
참고문헌 : p.75-79
소장기관
This study is aimed at searching for effective teaching-learning methods in geography class of technical high school, where students are characterized by relatively low learning competence and motivation. This research is done by adapting LT model and STAD model to the case of the 10th grade (1st grade in high school) geography class and analyzing the effect of cooperative learning strategies on achievement and attitude. The following hypotheses are established to carry out the purpose of this study.
Hypothesis 1. There should be considerable differentiation according to learning pattern.
Hypothesis 1-1. Cooperative learning(LT, STAD) is sure to elevate students' achievement in comparison with traditional individual learning.
Hypothesis 1-2. STAD should be more effective than LT in the level of achievement.
Hypothesis 2. Cooperative learning strategy will have a positive effect on the affective domain.
Hypothesis 2-1. Cooperative learning will have more positive effect on learning attitude than traditional individual learning.
Hypothesis 2-2. STAD will have more positive effect on learning attitude than LT.
Hypothesis 2-3. Cooperative learning will be more effective in elevating self-esteem than traditional individual learning.
Hypothesis 3. There should be correlative effectiveness between learning pattern and the level of students' learning ability.
Hypothesis 3-1. Cooperative learning will be more effective than traditional individual learning on the high level students, in respect of achievement.
Hypothesis 3-2. Cooperative learning will be more effective than traditional individual learning on the high level students, in respect of attitude.
Three classes were selected as experimental sample to verify above hypotheses. The first class is allocated to cooperative learning with LT model, the second class to cooperative learning with STAD model, and the last class to traditional individual learning. In order to investigate the effectiveness of cooperative learning strategy in geography class, the first(LT) and second(STAD) classes were designed as experimental group, and traditional individual learning class as comparative group.
Also, students in each group were divided into three levels; low, intermediate, and advanced in learning ability to investigate the possibility of the a positive reciprocal effectiveness in terms of learning ability, achievement and attitude.
Experimental classes were performed 10 times with the unit 1. The Country and Geography and 2. Nature and Human Life in the 1st grade of social study in high school. Students took learning achievement evaluation tests before and after the experimental treatment to examine the effect of learning achievement, and learning attitude and self-esteem examination to grasp the effect of cooperative learning on learning ability and self-esteem. This study adopts SPSS 10.0 program for statistical analysis: ANOVA and ANCOVA were employed to analyze the result of group evaluations such as learning achievement, attitude, self-esteem evaluating test. Especially, Factor Analysis was used for extracting main important factors in learning attitude test.
The main results of this research are as followings:
First of all, cooperative learning enables students' learning attitude to be much better than traditional learning method.
Second, students' learning achievement in STAD group exceeded LT group.
Third, as a result of analyzing the difference of response to attitude factors among groups, cooperative learning group was more social and collaborative than traditional individual learning group. Thus, it can be concluded that cooperative learning lets students improve on their sociality and collaborativeness.
Fourth, STAD is more effective in improving students sociality and collaborativeness than LT.
Fifth, as a result of analyzing cooperative learning effect on self-esteem, the hypothesis that states cooperative learning will be more effective than traditional individual learning, which can promote the level of self-esteem, is abandoned.
Sixth, in general, there is no statistically significant interactive effect between level of learning ability and patterns. it is, however, identified that result of each learning pattern changes according to students' learning ability. Especially, in STAD group, all three level students were able to get higher learning effect than LT or traditional individual learning.
Seventh, as a result of analyzing attitude factor average scores in order to know if learning patterns have an effect on learning attitude in each level, high and mid level students in cooperative learning group has showed more positive response in sociality and collaborativeness and there was a significant difference in average scores among experimental groups. In particular, STAD model contributed to improving students' sociality and collaborativeness. Therefore, it is inferred that cooperative learning has a positive effect on sociality and collaborativeness of high level students among peers.
For such reasons as mentioned before, it is concluded that adopting cooperative learning to geography class in high school has resulted in positive effect on learning attitude and achievement. Especially STAD, which provides collective compensation reward on the basis of improved scores, was very effective to industrial or technical high school students who have low learning motivations and poor learning ability. Particularly, STAD model obtained desired effect because it went far toward promoting sociality and cooperativeness among their peers.
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