수준별 과제학습을 통한 학력신장과 학습태도에 대한고찰

A Study on Achievement and Learning Attitude Through Task Learning by Level

The level-based task learning had an effect on enhancing the math achievement of enrichment and ordinary classes. Besides, the analysis of mathematical attitude change showed that the level-based task learning took effect in the experimental class in every domain, including self-confidence, flexibility, will power, reaction and value, while it made little difference to the comparative class. The findings were as follows in detail. 1. The Outcome of the Achievement Test 1) The Enrichment Class In the first two tests, there were little differences in the enrichment class, But the disparity between the experimental and comparative classes became larger as this study advanced with 4.3 for the third test, 6.4 for the fourth and 6.1 for the fifth. 2) The Ordinary Class In the first to fifth achievement tests, the ordinary class made less difference than the enrichment class did. But there appeared some effect as this study progressed, since the mean grade disparity between the experimental and comparative classes was 2.1 for the first test, 3.5 for the second, 3.9 for the third, 4.4 for the fourth and 6.3 for the fifth. 3) The Supplementary Class The supplementary class showed no big difference in the first two tests. But, like the ordinary class, there was some effect with the lapse of the third 2.9 for the test, 3.2 for the fourth and 4.1 for the fifth. 2. The Change of Mathematical Attitude 1) The Experimental Class The task learning by level had a great deal of effect on the experimental class, as the pre-and post-comparative analyses showed that this class's grades were 5.1 for self-confidence, 10.8 for flexibility, 11.3 for will power, 9.7 for curiosity, 10.9 for reaction and 2.8 for value. 2) The Comparative Class The relative comparison between the comparative class and experimental class revealed that there was a hole effect on the comparative class. 3. The Outcome of Questionnaire Survey 1) They showed a positive reaction, as 40.1% of them answered the level-based task loaming served to raise their achievement, and 48.0% told so-so, and 11.9% replied they weren't helped by it. 2) The results after the experiment were;37.8% of the students say they under- stood practically everything while 12.6% of them say they under stood almost half. 3) The will to learn after the experiment shows dramatic changes between the two classes, The students in the enrichment class showed better will to learn than the students in the ordinary and supplementary classes did.