협동학습에서의 보상 효과: 중학교 읽기 CIRC 프로그램을 중심으로
Effects of Rewards in CIRC on Reading Comprehension and Motivation
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본 연구의 목적은 CIRC 프로그램에 기반한 협동학습에서 보상의 유무가 읽기 이해와 내적 읽기동기에 미치는 효과를 검증하는 데 있다. 이를 위하여 중학교 2학년 4개 학급 총 111명을 대상으로 8회기에 걸쳐 실험을 진행하였다. 2개 학급은 보상이 없는 CIRC 협동학습 방식의 실험집단으로, 나머지 2개 학급은 보상이 있는 CIRC 협동학습 방식의 통제집단으로 무선배치하였다. 협동학습에서의 보상의 유무가 측정시기(사전-사후)에 따라 읽기 이해와 내적 읽기동기에 미치는 상호작용 효과를 분석하였다. 연구결과, CIRC 협동학습 프로그램이 읽기 이해 수준이 향상되는 것에 유의한 영향을 미치고, CIRC 협동학습에서 보상을 제공하지 않는 경우가 보상을 제공한 경우에 비해 읽기 이해 수준 향상에 더 유의한 영향을 주는 것으로 나타났다. 한편, CIRC 협동학습 프로그램은 내적 읽기동기 향상에 유의한 영향을 미치는 않는 것으로 나타났으며, 보상의 유무에 따라 내적 읽기동기에 유의미한 차이를 보이지 않았다. 본 연구는 보상이 제공되지 않는 CIRC 협동학습이 학생들의 읽기 이해 수준을 더욱 향상시킬 수 있다는 가능성을 시사하며 협동학습 시 집단 보상 제공 여부에 대하여 추가적 연구가 필요함을 제안한다.
Abstract
The purpose of this study is to analyze the effects of reward use in the CIRC program on reading comprehension and motivation. The experiment was proceeded with 4 class, total of 111 middle school students. The experimental group was taught with the the CIRC program without rewards and the control group was taught with the CIRC program with rewards. The key findings of this study are as follows: First, the CIRC program significantly affected reading comprehension level. Also, the CIRC program without rewards showed more effects on reading comprehension than the control. Second, the CIRC program did not significantly affect intrinsic reading motivation. The result of paired t-test showed that presence of rewards did not affect three sub-factors of intrinsic reading motivation. These findings suggest cooperative learning program without the use of rewards can still be effective in promoting students’ reading achievement.
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