수용범위 결과지식의 정밀성이 초등학생의 직선정치과제 학습에 미치는 영향 = Learning Effects of Linear-Movement Task of Primary School Pupil on Precision of Bandwidth KR

다국어 초록 (Multilingual Abstract)

This research was to find out which way was more effective in both performance and physical learning when 10% bandwidth quantitative, qualitative knowledge of results was provided 50 trials throughout the whole range of practice stage in linear positioning task (50cm. 300ms) or 10% bandwidth qualitative-quantitative knowledge of results and 10% bandwidth quantitative -qualitative knowledge of results, divided 50 trials into the first term (1-25 time) and last term (26-50 time), were provided together. The 50 testee, who was made up of 10 members in each group, were random assigned in the five groups of 100% bandwidth KR, 10% bandwidth qualitative KR, 10% bandwidth quantitative KR, 10% bandwidth qualitative-quantitative KR, and quantitative -qualitative KR. Every condition was designed to 5 classes, and each class was composed of 10 trials. The 1 minute break between each class, the interval of performance was controlled in 15-25 seconds. After the stage of acquisition, there was 10 minute break, and then immediate retention after 10 minute break, delayed retention after 24 hours and transfer test were carried out. The result of this experiment was analysed in absolute error(AE), variable error(VE), and total variability(E) and it was verified in post-test (Tukey`s HSD) This research was concluded like followings through the analysis and reflection of this experiment results. The difference and influence to affect learning and performance was not observed when 10% bandwidth qualitative KR and 10% bandwidth quantitative KR was provided. The difference and influence to affect learning and performance was not observed when 10% bandwidth qualitative-quantitative KR and 10% bandwidth quantitative -qualitative KR was provided. There was no difference and influence to affect learning and performance according 10% bandwidth KR. But, at the stage of acquisition effective physical performance in the aspect of accuracy, consistency and achievement was showed in 100% bandwidth more than 10% quantitative-qualitative KR group. At the stage of immediate retention, effective physical learning in aspects of accuracy consistency, and achievement was indicated in 100% bandwidth group more than 10% bandwidth qualitative KR group, 10% bandwidth quantitative KR group, and 10% bandwidth qualitative-quantitative KR group. At the stage of delayed retention, effective physical learning in aspects of accuracy, consistent, and achievement was showed in 100% bandwidth group more than quantitative KR group. At the stage of transfer test, effective physical learning in aspects of accuracy, consistency and achievement was observed in 100% bandwidth group more than quantitative -qualitative KR group.