인지-메타인지전략 훈련이 학습장애아동의 수학문장제 문제해결력과 자기효능감에 미치는 효과

The Effects of Cognitive-Matacognitive Strategy Instruction on Mathematical Word Problem Solving Ability and Self-Efficacy of Children with Learning Disabilities

본 연구는 인지-메타인지전략 훈련이 학습장애아동의 수학 문장제 문제해결력, 문제해결 지속시간, 시간에 따른 정반응율 그리고 자기효능감에 미치는 효과를 알아보았다. 연구대상 은 초등학교 3, 4학년 학습장애아동 3명이었다. 이 연구를 수행하기 위해 대상자간 중다기초선설계를 사용하였으며, 인지-메타인지 전략 훈련에 따른 수학 문장제 문제해결력, 문제해결 지속시간 그리고 시간에 따른 정반응율을 기초선, 중재, 유지 단계로 나누어 그 변화를 살펴보았고 자기효능감은 사전검사와 사후검사를 실시하여 그 차이점을 비교 분석하였다. 연구결과 첫째, 인지-메타인지 전략 훈련은 학습장애아동의 수학 문장제 문제해결력 향상에 효과가 있었다. 둘째, 문제해결 지속시간에 영향을 끼쳤다. 기초선 단계에서는 문제해결 지속시간이 아주 짧았으나, 중재 단계 전기에 길어졌다가 후기에 다시 약간 짧아졌다. 셋째, 문제해결 지속시간에 따른 정반응율의 향상에 효과가 있었다. 넷째, 자기효능감 향상에 효과가 있었다.

The purpose of this study was to examine the effects of cognitive-metacognitive strategy instruction on mathematical word problem solving ability, duration of problem solving, number of problems completed correctly per minute, and self-efficacy of children with learning disabilities.The subjects were 3 children with learning disabilities of 3rd and 4th grade in elementary school. A multiple baseline design across subjects was used. The data of dependent variables were reviewed by baseline, intervention, and maintenance phases, while self-efficacy was analyzed by comparing the difference between pre- and post-test.The results of the research were as follows: (1) Cognitive-metacognitive strategy instruction enhanced the mathematical word problem solving ability of children with learning disabilities. (2) Cognitive-metacognitive strategy instruction impacted on the duration of problem solving of children with learning disabilities. (3) Cognitive-metacognitive strategy instruction enhanced the number of problems completed correctly per minute. (4) Enhanced mathematical word problem solving ability by the cognitive-metacognitive strategy instruction also induced the enhancement of self-efficacy of children with learning disabilities. These findings show that cognitive-metacognitive strategy instruction can be an efficient method for children with learning disabilities who have a negative attitude and insufficient ability to methematical word problems. Some suggestions for future research were provided.