전문대학 학습공동체 동료 튜터링 프로그램 효과 : 튜티의 자기주도 학습능력, 학습습관 및 튜터의 교사효능감에 미치는 영향
Effects of a Peer Tutoring Program in a College Learning Communities: Impact on Tutee’s Self-Directed Learning Ability, Study Habits, and Tutor’s Teaching Efficacy
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초록
본 연구는 대학생의 학습공동체 동료 튜터링 프로그램이 자기주도학습능력, 학습습관, 그리고 튜터의 교사효능감에 미치는 영향을 분석하였다. D지역 대학생 136명을 대상으로 단일 그룹 사전-사후 설계를 사용하여 연구를 진행한 결과, 자기주도학습 능력은 평균 3.61점에서 3.92점(t=-4.715, p=.001)으로, 학습습관은 평균 3.57점에서 3.83점으로(t=-4.471, p=.001) 향상되었으며, 튜터의 교사효능감은 2.84점에서 3.18점(t=-2.709, p=.001)으로 유의한 증가를 보였다. 또한, 세 변수 간 유의한 상관관계가 확인 되었다. 이러한 결과를 통해, 학습공동체 프로그램은 학생들의 자기주도학습능력과 학습습관을 향상시키고, 튜터의 교사효능 감을 높이는 데 긍정적인 영향을 미쳤다. 본 연구는 프로그램의 효과를 극대화하기 위해 튜터 교육 강화, 체계적인 운영, 맞춤형 학습 접근, 정기적 피드백 시스템 도입을 제안한다.
Abstract
This study analyzes the effects of a college learning community’s peer tutoring program on self-directed learning ability, study habits, and tutors’ teaching efficacy. The research was conducted with 136 students in region D using a single-group pretest-posttest design. The results show that self-directed learning ability increased from an average of 3.61 to 3.92 (t=-4.715, p=.001), study habits improved from 3.57 to 3.83 (t=-4.471, p=.001), and tutors’ teaching efficacy increased significantly from 2.84 to 3.18 (t=-2.709, p=.001). Additionally, significant correlations were observed among these variables. These results suggest that learning community program had a positive impact on students’ self-directed learning ability, study habits, and tutors’ teaching efficacy. To maximize the program’s effectiveness, this study recommends reinforcing tutor training, implementing a systematic approach, adopting tailored learning strategies, and introducing a regular feedback system.
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