체육과 TGT 협동학습 전략이 중학생의 정의적 영역에 미치는 효과 분석

An Analysis on the Effect of TGT Cooperative Learning Strategies in Physical Education on Affective Domain of Middle School Students

이 연구는 체육과 TGT 협동학습이 중학생의 정의적 영역 발달에 미치는 영향을 분석하여, 체육수업에 대한 긍정적인 태도 형성 및 정의적 목표 성취를 위한 체육 교수학습 방법을 모색하는 데 목적이 있다. 이러한 연구 목적을 달성하기 위하여 Y시 중학교 2학년 3개 반을 대상으로 TGT 협동학습(15차시)을 적용하여 티볼 수업을 하였다. 반면에 3개 반은 전통적 수업을 적용하여 티볼 수업을 하였다. 이처럼 체육수업에 참여한 중학교 207명을 대상으로 체육수업태도, 자아효능감, 사회성 등 정의적 영역 발달에 대한 설문지를 통해 조사하고 SPSS(version 12.0) 프로그램을 이용한 대응표본 t검정(Paired sample t-test)을 하였다. 그 결과 첫째, 중학생의 체육수업에 대한 태도는 전통적인 수업을 적용한 통제집단보다 TGT 협동학습 수업을 적용한 실험집단에서 더 많은 평균 차이를 보였다. 둘째, 중학생의 사회성은 전통적인 수업을 적용한 통제집단보다 TGT 협동학습 수업을 적용한 실험집단이 더 많은 평균의 차이를 나타냈지만, 사회성의 하위 요인 중에서 여학생의 협동성에는 유의한 영향을 미치지 못하였다. 셋째, 중학생의 자아효능감은 전통적인 수업을 적용한 통제집단에 비해 TGT 협동학습을 적용한 실험집단이 더 많은 평균의 차이가 나타났다.

This study was conducted to investigate the effect of physical education and TGT cooperative learning on development on affective domain of middle school students. To attain this point, targeting the second grade of Y middle school in Yongin-si, Gyeonggi-do, while tee ball lesson applying traditional class was carried out in three classes, tee ball lesson applying TGT cooperative learning was carried out in the other three classes fifteen times. The affective domain(the attitude in gym class, sociality, self-efficacy) of all students was investigated through the preliminary examination before tee ball lesson, and post-inspection was carried out after implementing traditional class and TGT cooperative learning of fifteen times. Independent t-test was carried out to input data by using SPSS program in order to investigate the homogeneity of preliminary examination and difference of post-inspection, and Paired sample t-test was carried out in order to verify the significance between preliminary examination and post-inspection within the group after applying TGT cooperative learning, and the results are as follows. First, the experimental group to which TGT cooperative learning was applied scored higher than the comparative group to which traditional class was applied on the attitude in gym class. This shows that TGT cooperative learning has a major impact on the attitude in gym class. Second, the experimental group to which TGT cooperative learning was applied scored higher than the comparative group to which traditional class was applied on the sociality of middle school students. This has found that TGT cooperative learning has a major impact on the sociality of middle school students, but it doesn t have significant impact upon cooperativity of female students of subordinate factors of sociality. Thirdly, he experimental group to which TGT cooperative learning was applied scored higher than the comparative group to which traditional class was applied on the self-efficacy. This shows that TGT cooperative learning has a major impact upon the self-efficacy of middle school students.