학습양식의 차이가 협동학습에 미치는 효과 = The Effect of Learning Style on Cooperative Learning

국문 초록 (Abstract)

학습양식이라는 학습자의 개별적인 특성이 학업성취 및 학습 태도, 학습 동기 등 협동학습 효과에 어떠한 영향을 미치는가 알아보는 것이 본 연구의 목적이다.
본 연구에서는 수업 방법으로 두 가지 유형의 협동학습 방법을 적용하였다. 집단간 경쟁과 집단 보상이 있는 팀 학습 유형의 협동학습 방법과 집단간 경쟁과 집단 보상이 없는 협동적 프로젝트 유형의 협동학습방법을 사용하여 학습 양식의 차이에도 불구하고 동일한 학습 효과를 나타낼 것인지 알아보았다. 통계 분석과 면담을 실시한 결과 협동학습 유형과 학습양식의 차이에 따라 협동학습 효과에 차이가 나타났는데, 특히 학습책임감이 높은 학습자의 경우에 집단간 경쟁, 집단보상의 효과가 뚜렷이 나타났으며, 학습책임감이 낮은 학습자의 경우에는 집단간 경쟁, 집단 보상의 효과가 나타나지 않았다.
이같은 결과는 집단간 경쟁 요인과 집단 보상 요인이 협동학습을 하는 모든 학습자들에게 긍정적인 효과를 가져온다는 선행연구 결과들과 일치하지 않았다. 본 연구는 일부 학습자들이 협동학습에서 성공하지 못하는 이유를 학습책임감과 관련된 학습양식의 차이로 설명할 수 있음을 확인해 주었다.

다국어 초록 (Multilingual Abstract)

The purpose of this study is to investigate the relative effects of student team learning(STL), with group rewards, and cooperative project(CP), without group rewards, considering the differences of learning style. The subjects of this study consisted of 90 5th grade elementary school students, who were in two groups. One group was taught with group competitional cooperative theam learning, while the other group was taught with group noncompetitional coomperative project. Children were tested by learning style identification inventory and pretest.
During seven weeks, each group was instructed with the same contents from social studies and formative evaluations were implemented every week. To team learning group, rewards were given to the 1st, 2nd and 3rd group which earned the highest scores, and to cooperative project group, rewards were not given.
After seven weeks' treatments, two groups were tested by the posttest.
On the basis of the theoretical arguments and empirical evidences, the auther attempted to find research question as follows:
There will be significant differences in increasing the effects of cooperative learning by the interaction betweeen cooperative learning type and learning style.
For statistical analysis, the one-way ANCOVA and the two-way ANCOVA were applied by using the SPSS computer program. Open-end typed interview was used for the purpose of gathering the wide-ranging data for the above research questions.
The results from the statistical analysis and the interview are as follows:
1. There were the effects of interaction between learning resposibility and cooperative learning type.
2. Cooperative learning effects resulted from the group rewards and within-group cooperation.
Group rewards strengthened the learning responsibility and the self-confidence of tested children. The effects of team learning resulted from within-group cooperstion rather than inter-group competition.
3. Learners had a preference for the different cooperative learning type by learning responsibility.
Both the competitive learners and the responsibility learners preferred team learning to cooperative project. Most of learners think that team learning gains an advantage over cooperative project for academic achievement. But both cooperative learners and low-ability learners preferred cooperative project to team learning.
Conclusions obtained from the results of this study are as follows:
Learning responsibility is the learning style which must be considered for cooperative learning.
The stronger-responsibility learners and the highter-task persistence learners tend to get benefits from team learning with group rewards, while the weaker-responsibility learners do not. Because all learners are not motivated by group rewards, only part of Slavin's points of view seem to be true.
Recommendations for further studies may be pointed out as follows:
1. The study of relationship between cooperative learning and learning style must think over teaching variables and leaner variables.
2. During the cooperative learning, we must be concerned for the low-ability learners. They need to strengthen learning responsibility.
3. We must develop the proper learning style inventory in order that teacher can apply learning style for cooperative learning.