초등학생의 학습부진 프로그램 효과에 관한 메타분석

A Meta-Analysis on the Effects of Underachievement Students Programs for Elementary School Students

본 연구는 메타분석을 사용하여 초등학생 학습부진 중재를 위한 효율적인 학습부진 프로그램 진행과정을 초등학교 학습부진 교육 현장에 제시하고, 학습부진 교육에 대한 종합적인 시사점과 방향성을 제시하는 데 그 목적이 있다. 분석대상 논문은 2013년부터 2024년 7월까지 국내에서 발표된 초등학생 학습부진과 관련된 학술지 28편, 학위논문 43편이었다. 자료의 분석은 CMA(Comprehensive Meta Analysis, V3)를 활용하였다. 총 71편의 논문으로부터 83개의 표본수준 효과크기와 444개의 변수수준 효과크기가 추출되었다. 그 결과 초등 학습부진 프로그램의 전체 평균효과크기는 .713으로 중간 효과크기를 나타냈다. 초등학생 학습부진 프로그램은 프로그램 유형별, 프로그램 결과 변인별, 프로그램 조절변수별로 살펴보았다. 프로그램 유형별은 상담프로그램 가장 높고, 학습동기 프로그램이 가장 낮은 평균 효과크기를 보였다. 프로그램 결과 변인별은 인지적 변인, 행동적 변인, 정의적 변인 순이었다. 프로그램 조절변수별의 경우 출판년도는 2023년, 출간유형은 학위논문, 학년은 저학년, 대상자는 학습부진 학생 대상, 지역은 중소도시, 처치기간은 4주이하, 처치횟수는 10회 이하, 회당시간은 41분 이상, 총 처치시간은 500분 이하, 집단크기는 16-20명 이하, 학습초점은 기초학습중심, 과목은 국어가 가장 높은 평균효과크기를 보였다. 본 연구는 초등학생 학습부진 프로그램이 학습부진에 미치는 효과를 분석하고 학습부진에 대한 종합적인 시사점과 교육의 방향을 제공하였다는 점에서 의의가 있다.

The purpose of this study is to present an efficient underachievement program for underachieving elementary school students' underachievement intervention using meta-analysis to the field of underachievement education in elementary schools, and to present comprehensive implications and directions for underachievement education. There were 28 academic journals and 43 dissertations related to poor learning of elementary school students published in Korea from 2013 to July 2024. For the analysis of the data, CMA (Comprehensive Meta Analysis, V3) was used. 83 sample-level effect sizes and 444 variable-level effect sizes were extracted from a total of 71 papers. The wireless model was selected as the analysis model for the effect size, and the level of analysis was analyzed at the sample level and variable level. The overall average effect size was .713, indicating a medium effect size. The programs for poor learning of elementary school students were examined by program type, program result variable, and program control variable. By program type, the counseling program was the highest, and the learning motivation program showed the lowest average effect size. By program result variable, the cognitive variable, behavioral variable, and affective variable were in order. By program control variable, the publication year was 2023, the publication type was a thesis, the grade was lower, the target was underachiever students, the region was a small and medium-sized city, the treatment period was less than 4 weeks, the number of treatments was less than 10 times, the total treatment time was more than 41 minutes, the total treatment time was less than 500 minutes, the group size was 16-20 people or less, the learning focus was basic learning-oriented, and the subject was the highest average effect size in Korean. This study is significant in that it analyzes the effect of the poor learning program for elementary school students on poor learning and provides comprehensive implications for poor learning and the direction of education.