형성적 피드백이 고등학생의 수학성취에 미치는 차별적 효과 및 영향요인 검증: 회귀혼합모형의 적용
Differential effects of formative feedback on math achievement and their predictors: Application of regression mixture analysis
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본 연구는 모니터링과 스캐폴딩으로 구성된 형성적 피드백이 고등학생의 수학성취에 미치는효과의 차별적 유형을 탐색하고 이러한 양상에 영향을 미치는 영향요인을 탐색하고자 하였다. 이를위하여 전국 3개 지역의 고등학생 513명을 대상으로 회귀혼합분석(regression mixture analysis)을 시행하였다. 분석 결과 두 개의 피드백 효과 집단이 도출되었다. 구체적으로 형성적피드백의 하위요소 중 모니터링은 수학성취에 부적효과, 반면 스캐폴딩은 정적효과를 보이는‘혼합효과 집단’(35.87%), 또한 스캐폴딩만이 수학성취에 정적으로 유의한 영향을 미치는‘스캐폴딩 효과 집단’(64.13%)이 도출되었다. 이러한 차별적인 피드백 효과 집단을 예측하는요인으로 학습자의 성취목표지향성과 피드백 활용능력을 가정하였고, 이항로지스틱 회귀분석을실시하였다. 그 결과 성별 및 학교 유형을 통제한 후, 학습자의 피드백 활용능력과 수행목표성향이유의한 영향을 미쳤다. 마지막으로 수학성취에 대한 형성적 피드백의 차별적 효과 검증을 통한 본연구의 의의와 피드백의 효과를 높이기 위한 교육적 시사점을 제시하였다.
Abstract
The main purpose of this study is to explore heterogeneous effects of formative feedback on math achievement and the factors affecting these patterns. To this end, a regression mixture analysis was conducted on 513 high school students in three regions nationwide. As a result of the analysis, two latent classes of feedback effects were derived. Specifically, the first pattern was labelled as ‘mixed effect group’ (35.87%), because monitoring had a negative effect while scaffolding had a positive effect on math achievement. The second group was labelled as ‘scaffolding effect group’ (64.13%), since only scaffolding had a positive effect on math achievement while monitoring did not. Next, a binomial logistic regression analysis was conducted to identify the factors predicting these differentiated feedback effects, and as a result, the effects of students’ feedback utilization ability and achievement goal orientation were significant. Lastly, the implications of this study through the verification of heterogeneous relationships of formative feedback with math achievement, and educational implications for improving the effectiveness of feedback were discussed.
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