가정교과에 적용한 지시적수업과 비지시적수업이 여고생의 학업성취와 학습태도에 미치는 효과

A Study on effect of direct and indirect instructions on the learning achievements and attitudes in Girls high school Home Economics class

The purposel of this study was to examine the effects which the direct and the indirect instructions at a Home Economics class have on improving the learning achievements and attitudes. To accomplish these goals, 90 students, the number of two classes of the first grade at P high school at Anyang city of Kyonggi province were selected. They are composed of the experimental group and the comparative group. Each group contained 40 students. The former was implemented by indirect instructions and the latter direct instructions. The Family and Domestic Life unit of the first grade was selected as the study subject to take effects and 30 periods of class were enforced. For the experimental measure of this study, the researcher used a pre-learning test, a learning attitude test, and a learning achievement test as means of measure. The two groups were confirmed as the group having the same quality. So after the experimental measure, the results of the post tests (included a learning achievement test and a learning attitude test) were verified by T-test in order to research the problematic subject, and SPSS/win statistics package was used for the processing of the statistics. The results are following: 1. The direct and the indirect instructions represented the meaningful differences in the learning achievements (p <.05). They represented the meaningful differences in improving the learning achievements of knowledge and understanding(p <.05). It was verified that the former is more effective than the latter in improving the learning achievements of knowledge and understanding. and They represented the meaningful differences in the improving learning achievements of application(p <.05). 2. They represented the meaningful differences in the learning attitudes at a domestic class(p <.05) The latter is more effective than the former in changing into the positive learning attitudes. In the light of these results, the direct instructions are effective in improving the learning achievements of knowledge and understanding, and the indirect instructions are effective in improving the learning achievements of application. Also the indirect instructions are more effective than the direct instructions in changing into the positive learning attitude.