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고등학교에서 학급간 이동식 수업형태가 아닌 학급내 소집단 협동학습이 수학교과 성취도에 미치는 영향을 연구하였다. 비교분석을 위하여 반 단위로 일제식 수업 집단, 성취도 수준별 소집단 협동학습 집단, 자기조절학습능력에 따른 소집단 협동학습 집단으로 구분하여 교육을 실시하였다. 자기조절학습능력에 따른 소집단 구분을 위하여 군집분석을 사용하였고 실험 전후에 사전 성취도와 사후 성취도 조사를 수행하여 분산분석과 공변량분석으로 비교하였다. 수업형태에 따른 교육효과도 분석하였다. 분석결과 소집단 협동학습의 효과가 유의한 것으로 나타났다.


This paper focuses on the effect of in-class cooperation learning for achievement in Mathematics for high school students without moving to another changing classroom in a small school. We applied three learning methods to three classes; the traditional uniformly teacher-driven teaching method for the first class, the level-based small-group cooperation learning method for the second class and the small groups using the self-regulation learning ability for the third class. For the third class, students were divided into five small groups by the cluster analysis using their results of self-regulation learning ability test, which were offered by Korea Institute of Curriculum. The ANOVA, ANCOVA and some statistical techniques are applied to the comparison and to analysis the scores of pre and post examination. As a result, the cooperative learning of small groups by scholastic achievement showed a meaningful improvement in scholastic achievement compared to the traditional teaching method.