학습공동체 질문생성이 학습전략, 질문저해, 학업성취에 미치는 효과

The effect of question generation in the learning community on learning strategies, question inhibition, and academic achievement

본 연구는 학생들이 학습공동체 활동에서 작성하는 학습보고서에 질문을 만들고 해결하는 양식을 포함하여 질문생성의 교육적 효과를 검증하고자 하였다. 구체적으로 학습공동체 질문생성이 대학생의 학습전략, 질문저해, 학업성취에 미치는 영향을 알아보는 것을 연구목적으로 하였다. 연구대상은 질문생성을 포함한 학습보고서와 기존 학습보고서를 비교하기 위해 서울 소재 S대학 학습공동체 프로그램 중 스터디그룹 참여경험이 있는 학생들을 대상으로 하였다. 스터디그룹 참여경험이 있는 학생을 무선할당하여 실험집단과 통제집단으로 구분하였다. 실험집단은 주 1회 이상 총 9회에 걸쳐 질문생성이 포함된 학습보고서를 작성하였고, 통제집단은 기존 학습보고서를 작성하였다. 최종 분석에 포함된 실험집단은 45명, 통제집단은 43명이었다. 학습전략과 질문저해 검사는 질문생성 활동 전후 실시하였고, 학업성취는 활동 후 교과목 성적을 조사하였다. 학생들이 생성한 질문의 수준은 전문가가 평정하여 다중반응분석을 실시하였고, 질문생성이 학습전략, 질문저해, 학업성취에 미치는 영향은 독립표본 t검증으로 확인하였다. 연구결과, 질문의 수준은 지식질문이 가장 많았고, 질문생성은 학습전략에 유의한 영향을 미치지 않았으나 질문저해, 학업성취에 긍정적 영향을 미치는 것으로 나타났다. 본 연구는 학습공동체에서 학습보고서 활용 방안과 자발적 질문이 가지는 교육적 의의를 확인하였다.

This study tried to verify the educational effect of question generation activity in the learning report from students in the learning community. Specifically, the purpose of the study was to investigate the effect of question generation activity on the learning strategies, question inhibition, and academic achievement of college students. In order to compare the learning reports with and without question generation activity, the research subjects were selected from students who had participated in the study group program before in the learning community of S University, Seoul. Students with the study group experience were randomly assigned and divided into an experimental group and a control group. The experimental group generated and wrote questions more than 9 times a week in their learning reports, and the control group wrote theirs without generating questions in the same way as before. The number of experimental groups for the final analysis was 45 and the control group was 43. Learning strategy and question inhibition tests were conducted before and after the question generation activity, and the grade of the subject that students wrote learning report about was collected to investigate the level of academic achievement after the activity. With the expert’s evaluation of the level of questions generated by the experimental group students, multiple response analysis was performed, and the effect of question generation activity on learning strategies, question inhibition, and academic achievement was confirmed by independent sample t-test. As a result of the study, the most common question level was the knowledge question. The effect on learning strategies that the question generation activity had was not significant, but the effect on question inhibition and academic achievement showed statistically significant differences. This study confirmed the educational significance of learning reports with self-generated questions in the learning community.