• 아동학회지
• /
• 제25권4호
• /
• pp.163-175
• /
• 2004

In this study, 63 university seniors majoring Child Studies were in an 8-week Web Based Instruction (WBI) program. Student characteristics of learning motivation, self-regulatory learning strategy, and learning style (Kolb, 1985) were the independent variables. Learning effects as dependent variables were measured by paper test and work assessment. Spearman's $\rho$ was calculated and tests of rank order difference were used for the data analysis. Results showed that learning motivation and self-regulatory learning strategy had meaningful positive relations with learning effects on the paper test score. Learning effects showed differences by learning style. These findings indicated that the learner's characteristics should be considered in the design and development of more effective WBI environments.

• 통상정보연구
• /
• 제12권2호
• /
• pp.109-132
• /
• 2010

The purpose of this study is to survey the learning strategies and learning styles of the undergraduates in international e-trade simulation education. The set of learning strategies are investigated and the analysis is made how learning styles could affect the learning strategies. The subjects of this study were 112 undergraduates majored in international trade and their classes were using e-trade simulation. It is found that the undergraduates' learning strategy level is not high because the simulation education is not common yet in e-trade classes. The levels of self-efficacy and positive attitudes have high level whereas the expression strategy has the lowest. Strong results were not found among undergraduates' learning styles by each of the 11 strategies except two cases. One is that the undergraduates who had experiences of e-learning have higher level of social strategy than those of non e-learning experience group. The other is that the more the students spend the time in the simulation class, the more they have positive attitudes. This study supports that the simulation can increase the effectiveness of e-trade learning.

• 한국과학교육학회지
• /
• 제17권4호
• /
• pp.415-423
• /
• 1997

The purposes of this study were to investigate the intercorrelations among various motivational patterns and learning strategies and to examine the differences in motivation and strategy usage in terms of students' science achievement level, gender, and grade. A questionnaire on achievement goal, self-efficacy, self-concept of ability, expectancy, value, causal attributions, and learning strategies was administered to 360 junior high/high school students (178 males, 182 females). Students who adopted performance-oriented goal tended not to be task oriented. Task-oriented students had high levels of self-efficacy, high self-concept of ability, and expectancies for future performance in science. They also valued science and attributed thier failures to the lack of effort. However, performance-oriented students evaluated their ability negatively, did not value science, and attributed thier failures to uncontrollable causes. With respect to learning strategy, task-oriented students tended to use deep-level strategy, whereas performance-oriented students tended to use surface-level strategy and not to use deep-level strategy. High-achieving students, boys, and junior high school students were more task-oriented, evaluated their ability more positively, and valued science more than low-achieving students, girls, and high school students, respectively. High-achieving students and boys also used deep-level strategy more than each of their counterparts. However, no significant difference in learning strategy was found between junior high school students and high school students. Educational implications of these findings are discussed.

• 한국과학교육학회지
• /
• 제31권6호
• /
• pp.958-969
• /
• 2011

본 연구의 목적은 과학영역에서의 자기효능감, 과학성취, 인지적 자기조절학습전략의 관계를 살펴보는데 있다. 설문지를 통해 수집된 초등학교 5학년 158명의 자료가 최종 분석되었다. 학생들의 과학관련 자기효능감과 인지적 자기조절학습전략(시연, 정교화, 조직화, 초인지)이 측정되었고 과학성적이 수집되었다. 기초통계분석으로 상관분석과 회귀분석을 사용하였고 매개효과 검증을 위해 Baron과 Kenny(1986)의 검증방법과 구조방정식모형분석이 사용되었다. 매개 효과가 있을 경우 이를 검증하기 위해 Sobel test가 실시되었다. 연구결과 인지적 자기조절학습전략은 과학성적을 예측하는 중요한 요인이었으며 과학영역관련 자기효능감 역시 과학성적을 예측하는 중요한 심리적 구인임이 검증되었다. 매개효과검증 결과 인지적 자기조절학습전략은 자기효능감과 학업성취의 관계에 있어 부분매개자의 역할을 하는 것으로 나타났다. 하위요인별 분석결과 시연전략은 자기효능감과 학업성취의 관계에서 매개자의 역할을 하지 않았다. 본 연구결과를 기반으로 학생들의 과학성취를 향상시키기 위한 교육적 제언을 하였다.

• 한국학교수학회논문집
• /
• 제17권4호
• /
• pp.565-587
• /
• 2014

자기조절학습전략은 메타인지적, 인지적, 동기적, 행동적인 전략들을 자율적으로 선택하고 적용하여 학습자가 적극적이고 능동적으로 학습에 참여할 수 있도록 돕는 학습전략이다. 본 연구의 목적은 수학저널 쓰기학습에서 자기조절학습전략의 양상은 어떠한가를 살펴보기 위함에 있다. 수학저널은 총 13문항으로 자기조절학습전략의 하위요소별로 1~2문항씩 구성하였다. 연구의 결과 수학저널에서 메타인지전략은 학습 목표 설정, 문제해결전략탐구, 반성적 사고, 예를 들어 설명하기 등으로 표현되었다. 인지전략은 아이디어간의 구조 파악하기, 위계화하기, 핵심 내용 파악하기 등으로 표현되었다. 동기전략은 학습에 대한 만족감과 불안감, 차후 학습에 대한 자신감과 좌절감 등으로 표현되었다. 이는 수학저널 쓰기학습을 통하여 자기조절학습전략이 활용되고 있으며 효율적이고 성공적인 학습을 돕는다는 점에서 수학 교육학적인 시사점이 있다.

• 정보교육학회논문지
• /
• 제21권2호
• /
• pp.183-190
• /
• 2017

본 연구는 스마트 블렌디드 수업 전략이 역사수업에서 어떤 효과가 나타나는지에 대한 분석을 하였다. 수업전략의 효과성은 학업 성취도와 학습 흥미도로 설정하고 역사수업에 참가한 초등학생들을 대상으로 제안된 스마트 블렌디드 수업전략을 적용하여 비교집단과 비교하였다. t-검증 결과, 제안된 수업전략이 학생들의 학업성취도 및 학습흥미도에 긍정적인 영향을 주었다. 또한 질적 분석을 통하여 학생들이 수업의 이해도가 높아졌고 집중력이 향상되는 효과를 보여주었다.

• 한국수학교육학회지시리즈A:수학교육
• /
• 제50권1호
• /
• pp.103-118
• /
• 2011

The study examined whether the relation between mathematics self-efficacy and mathematics achievement was partially mediated by the learning strategies, using latent growth model analyses. It was also examined the auto-regressive, cross-lagged (ARCL) panel model for testing the stability and change in the relation of mathematics self-efficacy and learning strategy over time. The study analyzed the first-year to the third-year data of the Korean Educational Longitudinal Survey (KELS). The result of ARCL panel model analysis showed that earlier mathematics self-efficacy could predict later learning strategy use. There were linear trends in mathematics self-efficacy, learning strategy, and mathematics achievement. Specifically, mathematics achievement was increased over the three time points, whereas mathematics self-efficacy and learning strategies were significantly decreased. In the analyses of latent growth models, the mediating effects of learning strategies were overall supported. That is, both of initial status and change rate of rehearsal strategy partially mediated the relation of mathematics self-efficacy and mathematics achievement. However, in elaboration and meta-cognitive strategies, only the initial status of each variable showed the indirect relationship.

• 한국치위생학회지
• /
• 제15권3호
• /
• pp.371-377
• /
• 2015

Objectives: The purpose of the study was to investigate the relation between learning strategy and academic achievement in the dental hygiene students. Methods: A self-reported questionnaire was completed by 207 dental hygiene students in Gyeongnam from April 1 to 30, 2014. The questionnaire consisted fo 51 questions of learning strategy and 1 question of academic achievement. The data were analyzed using SPSS 17.0 program for descriptive analyses, t-test, Pearson correlation and multiple regressing analysis. Results: The organized strategy and learning time management had a significantly positive influence on high scores in the junior and senior students. Learning strategie(r=0.419) and cognitive strategies(r=0.343), metacognitive strategies(r=0.239), resource management strategies(r=0.415) had significantly positive correlation to academic achievement. Cognitive strategy of learning strategies(p<0.05) and resource management strategies(p<0.001) had a positive effect on higher academic achievement. Conclusions: The learning strategies will provide the dental hygiene students with active participations.

• 영어어문교육
• /
• 제15권4호
• /
• pp.37-54
• /
• 2009

This study investigated vocabulary learning strategies used by EFL middle school learners in Korea and examined the relationship between the middle school learners' vocabulary learning strategy (VLS) use and their vocabulary proficiency level. One hundred and forty-one students in a public middle school participated in the study and the data for this study were collected from a vocabulary learning strategy questionnaire and a vocabulary proficiency test. Based on the result of the vocabulary proficiency test, the participants were divided into three proficiency groups: high-, mid- and low- level proficiency groups. The overall findings of the study revealed that the participants used cognitive strategies most frequently and social strategies least frequently. The most frequently used individual strategies were 'using a bilingual dictionary,' 'studying the sound of a word' and 'practicing words through verbal repetition.' The least frequently used ones were 'interacting with native speakers' and 'studying or practicing the meaning of a word in a group.' The research results also showed that the vocabulary proficiency level has a significant influence on the vocabulary strategy use. The more proficient learners used vocabulary learning strategies more actively. More specifically, the high proficiency level group used metacognitive strategies the most. The middle and low proficiency groups used cognitive strategies the most. It is suggested that language teachers should facilitate the vocabulary learning process by helping learners develop appropriate strategies.

• 영어어문교육
• /
• 제11권1호
• /
• pp.37-55
• /
• 2005

This study examines the effects of two motivational orientations on the use of language learning strategies at overall, category, and specific-item levels. 184 students (males and females) from a Korean university responded to the following two questionnaires: the Motivational Orientation Questionnaire (MOQ) developed by the author and Oxford's Strategy Inventory for Language Learning (SILL). The results showed that both integratively- and instrumentally-oriented students were moderate strategy users overall. Integratively-oriented learners were found to use learning strategies more often and a broader spectrum of strategies than instrumentally-oriented learners. A noteworthy finding, however, is that strategy use was not motivation orientation-specific. In other words, the two motivational groups were found to share the similar patterns of strategy use. Independent samples t test results revealed that integratively-oriented students exhibited significantly greater use of overall strategy than instrumentally-oriented students. This phenomenon held true for the use of cognitive, metacognitive, and social categories. At the specific item levels, 13 of the total 50 individual strategies were shown to be employed significantly more often by integratively motivated learners than by their instrumentally motivated peers.