시험점수 예측과 학습전략 판단에서의 착각현상이 학업성취에 미치는 영향
The Effect of Illusion in Test Score Prediction and Learning Strategy Judgment on Academic Achievement
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초록
이 연구의 목적은 교양과목을 수강하는 대학생 75명을 대상으로 시험점수를 예측하는 상황과 학습전략의 사용과 효과를 판단하는 상황에서 학생들이 겪는 착각현상을 확인하고, 두 종류 착각현상의 관련성과 실제점수에 미치는 영향은 어떠한지를 분석하는 것이다. 연구참여자에게 가장 자주 사용하는 학습전략 3개와 가장 효과있을 것으로 판단하는 전략 3가지를 선정하게 하고, 각 전략에 대해 사용비율과 효과비율을 명시하도록 했다. 사용정도와 효과정도는 각 전략의 유용성 수준과 비율을 동시에 고려하여 산정했다. 시험점수 예측상황에서 겪는 대표적인 착각현상인 더닝-크루거 효과가 시험석차를 예측하는 상황에서도 발생했음을 확인하였다. 학습전략의 사용정도와 효과정도에서 차이를 정량적으로 확인한 결과, 사용을 많이 하는 전략과 효과가 높다고 판단하는 전략이 상이함이 밝혀져 착각현상이 있음이 입증되었다. 시험수행 착각점수와 학습전략 착각점수 간 유의한 부적(-) 상관관계를 확인했는데, 이는 시험상황에서 착각이 심한 학생이 사용전략보다는 효과전략 선정에서 유용성 더 높은 전략을 많이 포함했음을 의미한다. 즉, 유용성 낮은 전략을 많이 사용하면서 효과 판단에서는 유용성 높은 전략을 많이 포함하는 모순된 현상을 보이고 있었다. 시험수행착각점수와 학습전략착각점수가 실제점수에 미치는 영향을 중다회귀분석을 통해 확인한 결과, 시험수행착각점수는 실제점수에 유의한 부적 영향을 미치지만 학습전략착각점수는 아무런 영향을 끼치지 않았다. 학습전략의 사용과 효과에서 확인된 착각현상이 실제점수에 아무런 영향을 끼치지 않는 이유에 대해 논의했다.
Abstract
The purpose of this study is to identify the illusion that students experience in predicting test scores for liberal arts course and judging the use and effect of learning strategies, and to analyze the relationship between the two types of illusion and their effects on actual scores. Seventy five college students were asked to select the 3 most frequently used and the 3 most effective strategies, and the use and effect ratio were specified for each strategy. The degree of use and effectiveness was calculated by considering the ratio and the level of usefulness of each strategy at the same time. It was confirmed that the Dunning-Kruger effect, also occurred in the situation of predicting the test score. As a result of quantitatively confirming the difference in the degree of use and effectiveness of the learning strategy, it was found that the strategies used a lot and the strategies judged to be highly effective were different, proving that there was an illusion. A significant negative correlation between the test performance illusion score and the learning strategy illusion score was confirmed, which means that students who were highly mistaken in the test situation included more useful strategies in selecting effective strategies than use strategies. While using a lot of low utility strategies, there was a contradictory phenomenon that included a lot of high utility strategies in determining the effect. As a result of confirming the effect of the test performance illusion score and the learning strategy illusion score on the actual score through multiple regression analysis, the test performance illusion score had a significant negative effect on the actual score, but the learning strategy illusion score had no effect. The study discussed why the illusion identified in the use and effect of learning strategies does not affect actual grades.
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