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인출연습의 학습 시간 비율에 따른 산문자료의 중장기 파지 효과

The Ratio Effect of Retrieval Practice in Prose Material on Short- and Long-term Retention

왕치엔
한국교육방법학회 (The Korean Journal Of Educational Methodology Studies)|2021.08|교육방법연구 (The Korean Journal of Educational Methodology Studies)|제33권 제3호|pp. 455-478|DOI 10.17927/tkjems.2021.33.3.455

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인출연습Retention effectRetrieval practice학습 시간 비율파지 효과Ratio of learning time
주제분류교육학

초록

본 연구는 주어진 학습시간 동안 반복읽기:인출연습의 비율을 학습하게 하였을 때, 어떤 방법에서 최적의 학습효과를 나타나는지 학습시간의 비율을 밝히고 그러한 방법이 학생들의 학업성취도 수준에 따라 차이가 있는지 검증하고자 하였다. 중국 대학생 총 515명(A집단=253명. B집단=262명)을 대상으로 짧은 전기문을 사용하였으며 6일 동안 6가지 자료를 상이한 학습시간 비율로 학습하는 라틴스퀘어 설계로 실험을 실시하였다. 6일 간의 학습이 끝난 후 1주일 뒤에 지연인출2를 실시하였으며 4주 후에는 최종인출을 실시하였다. 연구 결과, 인출시기와 상관없이 두 집단 모두 학습시간 중 인출연습의 비율이 70%였을 때 가장 높은 회상률을 보였다. 또한 학업성취도 수준에 따라 학습방법별 파지량에 차이가 있으며 특히 학업성취도가 ‘상’수준인 학생들은 ‘중·하’수준의 학생들보다 유의미하게 높은 성취를 보였다. 이는 선행연구에서 최적의 학습시간 비율로 알려진 반복읽기:인출연습 40:60보다 인출연습 비율을 좀 더 증가시킨 30:70으로 산문자료를 학습할 때 더 높은 학습효과가 나타난다는 사실을 통해 교육의 효율성 제고에 도움이 될 것이라 생각한다.

Abstract

This study was to verify the optimal effect of retrieval practice manipulating the ratio of retrieval practice vs. rereading and investigate whether the optimal ratio of retrieval practice is different according to the students’ academic achievement levels. So it was to verify the best ratio effect of retrieval practice. Participants were 515 college students from Shandong Province in China. They were divided into two groups(Group A & B). Each group consisted of 6 subgroups. Every student experienced all 6 methods using 6 different texts during consecutive 6 days. Based on the 6th day, they had another delayed test called delayed-2, in the same manner as in the immediate and delayed tests. The final test was carried out 4 weeks later from the terminated the learning. The findings of this study are as follows. First, there is a significant retrieval effect in the ratio of 70% regardless of the timing of retrieval. Second, there is a significant difference in every retention according to the students’ academic achievement levels. Students who performed high achievement got better retention than low achievement students. Regardless of students’ achievement levels, the optimal ratio of retrieval was 70%. The optimal ratio of retrieval is not 60%, but 70% in this study. These findings indicate that using optimal ratio of retrieval in learning is important to improve the education efficiency.

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