ARCS 동기모델 적용 수업이 초등 학습장애 위험군 학생의 수학 학습동기 및 학업성취에 미치는 영향

The Effects of the ARCS Model Applied to Math Classes on Motivation to Learn and Academic Achievement of Students at-Risk for LD in Elementary Schools

본 연구는 ARCS 동기모델 적용 수업이 초등 학습장애 위험군 학생들의 수학 학습동기(교수자료 동기, 과목흥미)와 학업성취 간 구조적 관계에 미치는 영향을 분석하였다. 서울시 24개 초등학교 4~6학년 학습장애 위험군 학생 206명과 전담강사 24명을 대상으로, 주 3회, 총 16주에 걸쳐 38차시 중재를 실시하였다. 사전—사후 통제집단 설계(Pre-test-post-test control group design)를 사용하였다. 연구는 ARCS 수업 지도안 개발, 내용타당도 검증, 협의회, 교사 연수, 사전검사, 중재 협의회, 중재 및 충실도 평가, 사후검사로 진행되었다. 수집된 자료는 확인적 요인분석과 구조방정식모형을 사용한 2단계 접근 (two-step approach)으로 학습동기와 학업성취 간 경로를 분석하였다. 연구결과, 첫째, 실험집단은 교수 자료동기와 학업성취 간 과목흥미의 완전매개를 보인 반면, 통제집단은 아무런 매개도 나타나지 않았다. 둘째, 두 집단 모두 수학 교수자료동기와 과목흥미 간에는 정적(+) 관계가 있고 강한 예측력을 나타내었 다. 이러한 연구결과를 토대로 학습장애 위험군 학생의 동기강화 교수설계 시사점을 제안하였다.

he purpose of this study was to test the effects of the ARCS Model applied to math classes on the structural relationship between motivation to learn(Instructional Materials Motivation & Course Interest) and academic achievement of elementary school students at-risk for LD. The participants were 206 students at-risk for LD ranging from 4 th to 6 th grade and 24 teachers in 24 elementary schools in Seoul and interventions of 38 lessons for 16 weeks (3 classes per a week) were given to them. Pre-test-post-test control group design was used. The research procedure was as follows.: planning and developing lesson plans for the application of the ARCS model in the math classes, verification of content validity, the review committee meeting, teacher training, pre-test, intervention committee meeting, intervention and fidelity evaluation, additional teacher training sessions, and post-test. The collected data was analyzed by a ‘two-step approach’ using Confirmatory Factor Analysis (CFA) and Structural Equation Modeling (SEM) to determine the path from each group’s motivation(IMM, CI) to academic achievement. The findings were that first of all, the experimental group, which took the ARCS applied classes, showed full mediating effects of CI between IMM and academic achievement in math, whereas the control group did not show any mediating effects. Secondly, the two groups were identical in showing positive path between IMM and CI, and in displaying strong predictability rate by high effect size. On the basis of this result, some recommendations enhancing the motivation to learn of students at-risk for LD were discussed.