학업성취도에 따른 비자발적 가이드 노트 정리에 대한학생들의 인식･전략 및 학습 몰입에 관한 연구
The Effects of Non-voluntarily Guided Note-taking on Students’ Perceptions, Strategies and Learning Engagement According to Learning Achievement
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초록
연구 목적: 본 연구의 목적은 학업성취도에 따른 비자발적 가이드 노트 정리에 대한 학생들의 인식, 전략 및 학습 몰입에 대해 알아보는 것이다. 연구 방법: 이 연구에서 수업 집중을 위해 교수자들이 제시한 비자발적 가이드 노트를 작성하고 있는 2년제 대학 4개 학과에 소속된 87명의 학습자를 실험대상으로 하였다. 실험 대상자들은 지난 학기 평점에 따라 세 집단으로 분류하였다. 연구 내용: 학생들의 학업성취도에 따른 가이드 노트 정리에 대한 인식, 전략 및 학습 몰입도에 있어서 차이가 있는지 알아보았다. 결론 및 제언: 연구 결과, 학업성취도가 높은 학생들은 일반적으로 노트 정리가 학업적 성공을 위해 필수적이라고 인식하고 있지만 비자발적 가이드 노트 정리에 대해서는 필요하지 않다고 생각하는 것으로 나타났다. 반대로 학업성취도가 낮은 학생들은 비자발적인 가이드 노트정리가 학습에 필요하다고 생각하는 것으로 나타났다. 또한 학생들의 평점이 높을수록 더 많은 전략을 사용한다는 연구 결과를 보여주었다. 학습 몰입을 분석한 결과에서 학업성취도가 낮은 학생들은 명확한 목표에 대한 인식과 수업에 대한 집중도도 여전히 낮은 것으로 보아 학업성취도가 낮은 학생들을 수업에 집중시키기 위해서는 가이드 노트 제시와 함께 노트 정리 전략도 가르쳐야 할 것으로 보인다.
Abstract
The purpose of this study is to investigate the effects of non-voluntarily guided note-taking on students’ perceptions, strategies and learning engagement according to learning achievement. The survey was collected from 87 students of a 2-year college, who are taking guided notes for learning concentration by their professors. The participants were divided into 3 groups according to their GPAs from last semester. Data collected from this research show students in high achievement perceive that general note-taking is essential in academic success but they think non-voluntarily guided note-taking unnecessary. On the contrary, students in low achievement thought non-voluntarily guided-note taking is necessary for their learning. In addition, the higher GPAs the students get, the more strategies they use. The result of data analysis of learning engagement shows that realization of specific aims and engagement in class by students in low achievement are much lower than those in high, which concludes that to make students in low achievement concentrate on given classes, note-taking strategies including guided notes should be taught.
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