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베트남 대학생의 학습역량 착각현상 분석

Analysis of the Illusion of Competence in Vietnamese University Students' Learning

강이철|석보영|짠티항
대한사고개발학회 (The Korean Association For Thinking Development)|2021.12|사고개발 (Korean Journal of Thinking Development)|제17권 제3호|pp. 105-129

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참고문헌

키워드

UnderestimationOverestimation학습전략Learning Strategies과대추정역량의 착각학습투자시간과소추정Illusion of CompetenceTime to Learn

초록

이 연구는 베트남 대학생이 학습과정에서 경험하는 역량의 착각현상 3가지를 확인하고자 하였다. 첫째, A(호치민 사상)과목과 B(일상법)과목을 수강하는 163명과 255명(총 418명)을 대상으로, 10가지 학습전략에 대한 사용정도와 효과성정도 판단의 순위 일치도를 확인한 결과 유용성 낮은 전략을 가장 높은 순위로 사용하면서 그 효과성 또한 가장 높게 판단하는 역량의 착각현상을 확인하였다. 둘째, 기말시험 일주일 전, 예상성적을 묻고 실제성적과의 차이를 비교한 결과, 학업성취가 높은 학생들은 예상성적을 실제성적보다 과소추정하였으며 학업성취가 낮은 학생들은 예상성적을 실제성적보다 과대추정하는 경향인 더닝-크루거 효과를 확인하였다. 셋째, 학습투자시간과 예상성적 및 실제성적을 비교한 결과, 상대적으로 중간 정도(1~2시간 미만)의 학습시간을 투자한 경우가 보다 적은 시간(1시간 미만)을 투자한 경우뿐만 아니라 더 많은 시간(2시간 이상)을 투자한 경우와는 달리 두 성적간 유의미한 차이가 있었다. 이런 경향은 학습투자시간과 관계없이 학업성취수준이 낮은 학생은 예상성적을 과대추정하고 높은 학생은 과소추정하는 현상 때문으로 짐작된다. 학습투자시간에 비례하여 실제성적과 예상성적이 일관되게 높지 않음이 확인되어, 학습투자시간의 질적인 측면을 고려하는 방안과 그에 따른 실제성적과의 관련성을 확인할 필요가 있다.

Abstract

This study was to identify three kinds of the illusion of competence in learning process for the Vietnamese students who attend to the teachers college. First, as the result of identifying the concordance of ranking in 10 learning strategies on the frequency of use and the degree of the effectiveness of the 418 students who took the course A(Ho Chi Minh’s Thought; 163) and B(General Laws; 255), there was an illusion of competence that students frequently used low utility learning strategies, and they regarded these as the most effective. Second, there was the phenomenon called Dunning-Kruger effect that the highest performing students tended to underestimate their final test scores, whereas the lowest performing students overestimate their scores when they were asked to predict their final test scores a week before they took the test. Third, there were significant differences between predicted scores and actual scores in the group which spent a relatively moderate amount of learning time(1~2 hours) by comparison with the group that spent less than 1 hour and the group that spent more than 2 hours. This trend might be explained by the Dunning-Kruger effect regardless of the allocation of study time. It was confirmed that the actual scores and predicted scores did not increase in proportion with the time devoted to learning. Therefore, it is necessary to consider the quality of the learning time, and to identify the relationship between the study time and the actual scores based on it.

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