The purpose of this study was to analysis the effect on the academic achievement by implementing textbook adapting perception principle. This study was carried out by experiment and survey method. The experiment had been achieved upon the nonequivalent control group design, targeting two mechanical classes of vocational technical high school in Kyeonggi-do. To supplement the experiment, the survey was conducted to research individual variance : preference and opinions of the text processing, the subject and chapter, the level of self-recognition, and student`s SES. The Cronbach`s alpha coefficient of the instrument was 0.6945. All data analysis was accomplished with SPSS statistical package of personal computer. The statistical techniques used for data analysis were frequency distribution, mean, standard deviation, t-test, ANOVA and ANOCOVA. The major findings of this study were as follows; 1. The textbook reflected perception principle was no effect on the academic achievement, and each of the emphasis, arrangement, and outlines was no effect on the academic achievement. 2. Upon the result on the experiment against the good, fair, and poor student group from their academic achievement, the experiment showed that the textbook somewhat improved the level of the accomplishment among the fair group. In detail, it was proved that only the outline had an effect on the improvement of individual academic achievement. 3. Between variables(individual understanding of chart and graph, preference of emphasis and outlines, level of self-recognition, SES) and the group itself, there was no interactive effect. 4. In case the students showed high interest in the subject, text adapting perception priciple helped their academic achievement whereas students not interested in the subject do not. In detail, emphasis and arrangement has been turned out to have certain effects on the academic achievement. Also there was interactive effect between degree of interest in the subject and the group itself. 5. In case the students showed little interest in the chapters, there was statistically difference between control group and experimental group. However, when the students shows much interest in chapters, the experiment shows no significant difference between control group and experimental group. Also there was interactive effect between degree of interest in the subject and the group itself.
(0)
(0)