대학중도탈락자 예방을 위한 동료멘토링 활용 자기주도학습 프로그램의 개발 및 효과

The Verification of Effectiveness of a Self-directed Learning Program through a Peer-Mentoring System of College Students on Academic Probation

본 연구의 목적은 학사경고를 받은 대학생을 대상으로 자기주도학습 프로그램을 개발하고, 그 효과를 검증하는 것이다. 이를 위해 Pintrich의 자기조절과정에 근거하 여 목표설정(학습동기 향상), 모니터링(학습습관 형성), 지식의 활성화(학습기술 향 상), 평가의 4단계로 나누어, 동료멘토링을 활용한 단계별 프로그램을 구안하였다. 본 프로그램은 서울 소재 S 대학의 2014-1학기에 학사경고를 받은 학생들 중 자 기주도학습 프로그램에 참여한 멘티 9명(그들의 동료멘토 12명)을 대상으로 16주간 진행되었다. 효과분석을 위해 첫째, 대학에서의 학습과 적응에 필요한 자기주도학습 능력, 학업성취도, 사회적 지지, 회복탄력성, 자기효능감에 변화가 있는지 양적검증 을 하였으며, 둘째, 학생들의 변화에 대한 심층인터뷰를 통해 질적검증을 하였다. 그 결과, 학사경고를 받았던 대학생들의 사회적 지지, 회복탄력성, 자기효능감은 부분 적으로 효과가 나타났다. 심층인터뷰를 통한 분석과정에서는 결석과 지각을 하지 않 았고, 동료멘토와 함께 스터디를 하는 등의 학습습관 변화가 나타났고, 수업에 대한 집중도와 성적이 향상되었으며, 목표설정을 통해 학교생활을 열심히 하는 계기가 되 어 자신의 학교생활에 대한 주인의식과 주도성이 높아졌다고 답변하였다.

The purpose of this study was to develop the self-directed learning program through a peer-mentoring system to prevent dropout and help adaptation to school life for college students on academic probation. The program was composed of academic motivation improvement(goal setting), learning habits development(monitoring) and academic skills improvement(knowledge activation), and evaluation based on Pintrich’s self-regulation process model. And to help through emotional support, the mentoring(peer and expert) was utilized. The subjects of this study were 9 college students(12 metors) who participated in the self-directed learning program in the 2st semester of 2014. To verify the effectiveness of the self-directed learning program for students on academic probation, participants’ cognitive, emotional and social changes essential to adaptation to school life were surveyed. Through the in-depth interview for qualitative validation of the students’s changes, the students’ self changes and satisfaction were analyzed. As a result, the self-directed learning ability was not significant statistically but was improved and concerning the academic achievement, the GPA was 1.35 points higher than the last semester. And also in terms of self-efficacy, self-regulating efficacy and in terms of resilience, positivity increased. There were also social changes to feel getting emotional support through peer mentoring. The qualitative analysis showed the learning habits development such as no class absence and tardiness or participation of group study. and the class concentration and academic achievement improved and through setting goals and active participation of school life, ownership and initiative to school life also improved.