입력 및 출력중심 활동이 간호대학생의 전공관련 어휘습득에 미치는 영향

Effect of input-based And output-based activities on major-related vocabulary acquisition of nursing college students

본 연구의 목적은 입력중심활동과 출력중심활동이 1학년 간호대학생의 전공관련 어휘 습득에 미치는 효과를 검증하고자 하였다. 연구방법은 비동등성 대조군 전후 설계의 유사실험연구(Non-equivalent control group pretest- posttest design)이다. 연구대상은 J지역의 1개 대학의 1학년간호대학생으로 입력중심활동 집단 20명, 출력중심활동 집단 20명, 강의식 수업 집단 20명 이었다. 프로그램은 1회당 80분, 주 1회씩, 4주간 총 4회기로 운영하였다. 사전· 사후조사는 동일한 사전, 사후시 험을 실시하여 수용적 어휘 지식과 생산적 어휘 지식을 측정하였다. 자료분석은 SPSS WIN 21.0 프로그램을 이용하여 One-way ANOVA, χ²-test, t-test, Fisher s exact test, Kolmogorov-Smirnov, independent t-test, paired t-test를 이용하였다. 연구결과는 강의식 수업, 입력중심, 출력중심활동 집단이 유의한 차이가 있었다(F=111.10, p=.000). 입력 및 출력중심활동 후 수용적 어휘 지식(t=5.877, p=.000)과 생산적 어휘 지식(t=1.417, p=.006)은 유의한 차이가 있었다. 이 연구 결과를 통해 입력중심과 출력중심활동은 1학년 간호대학생의 전공관련 어휘 습득 향상에 긍정적인 효과가 있음을 확인하 였다.

The purpose of this study was to examine the effects of input-based activities and output-based activities major-related vocabulary acquisition of 1th grade nursing students. The study method was a non-equivalent control group pretest-posttest design. The sujects were recruited with 1th grade nursing students from one nursing colleges. They were assigned to the Input-based Activities group (n=20), Output-based Activities group(n=20) or Lecture class group(n=20) using a computerized blocked randomization. The activities was run for 80 minutes per session, once a week, and 4 sessions for a total of 4 sessions. The pre- and post-surveys conducted the same pre- and post-tests to measure the receptive vocabulary knowledge and productive vocabulary knowledge. Data was analyzed using frequency analysis, descriptive statistics, One-way ANOVA, χ²-test, t-test, Fisher s exact test, Kolmogorov-Smirnov, independent t-test and paired t-test. Results showed that there was a significant difference in lecture class, input-based, and output-based activity group(F=111.10, p=.000). There was a significant difference between the receptive knowledge(t=5.877, p=.000) and the productive knowledge(t=1.417, p=.006) after input and output-based activities. The results of this study confirmed that input-based and output-based activities had a positive effect on improving the acquisition of medical terminology knowledge of 1th grade nursing college students.