소집단 협동학습의 효과성 인식 및 학업성취도에 대한 학습자의 학습몰입과 학교적응행동의 예측력 탐색

Exploring the Relationships among Students, Learning Flow, School Adjustment Behavior, Academic Achievement, and Perceived Effectiveness of Small Group Cooperative Learning

본 연구에서는 소집단 협동학습으로 진행된 강좌에서 그 효과성 인식과 학업성취도에 대한 학습자의 학습몰입과 학교적응행동의 예측력을 탐색하였다. 모둠별 토론과 공동과제를 수행하면서 진행된 동일 교수자의 6개 강좌 수강생 257명을 대상으로 자료를 분석하였다. 연구 결과, 학생이 지각한 협동학습의 효과성 인식 수준과 학업성취도는, 학습자의 학습몰입 수준과 학교적응행동과 정적 상관을 나타냈다. 또한, 학습몰입과 학교적응행동은 협동학습의 효과성 인식과 학업성취도를 예측하는 유의미한 요인인 것으로 나타났다. 한편 매개효과를 분석해 본 결과, 학교적응행동은 학습몰입과 협동학습의 효과성 인식과의 관계에서 부분적으로 매개하는 변인으로 분석되었다. 본 연구의 결과는 소집단 협동학습에서의 효과 창출을 위해 학습몰입과 학교적응행동이라는 학습자 특성을 우선적으로 고려해야 함을 시사하고 있다.

This study explored the relationships among students, learning flow, school adjustment behavior, academic achievement, and perceived effectiveness of small group cooperative learning. A total of 257 college students participated in this study. At the end of the semester, college students were asked to complete a questionnaire that included learning flow, school adjustment behavior, and perceived effectiveness of small group cooperative learning. GPA of this semester were used for academic achievement. The collected data were analyzed using correlation analysis and regression analysis. The results of this study were as follows. First, learning flow and school adjustment behavior were positively correlated with academic achievement and perceived effectiveness of small group cooperative learning. Second, learning flow and school adjustment behavior had a significant impact on academic achievement and perceived effectiveness of small group cooperative learning. Third, it was found that learning flow had an influence on perceived effectiveness of small group cooperative learning through the partially mediating effect of school adjustment behavior. This study suggested that learning flow and school adjustment behavior are very important factors for the success of small group cooperative learning.