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수학학습부진아 지도방법에 따른 학업성취도 향상에 대한 메타연구

Meta analysis on the improvement of academic performance by the teaching method for underachievers of learning mathematics

김홍겸
한국수학교육학회|2020.02|수학교육 (The Mathematical Education)|제59권 제1호|pp. 31-45|DOI http://dx.doi.org/10.7468/mathedu.2020.59.1.31

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참고문헌

키워드

메타분석meta-analysiseffect size수학학습부진아효과크기(ES)교수학적 처치underachiever of learning mathematicsteaching treatment

초록

시대적 흐름과 정부의 정책 시행 노력에도 불구하고 수학학습에 어려움을 호소하는 학생들이 많이 늘어나고 있다. 이를 반영하여 수학교육에서 수학학습부진아와 관련된 연구가 많이 시행되었다. 하지만 이러한 연구들의 대부분은 수학학습부진아의 원인을 밝혀내거나 교수학적 처치를 시행하고 그 효과를 알아보는 실험연구가 대부분이었다. 따라서본 연구에서는 학위논문 및 학술지 논문 49편을 메타분석하여 수학학습부진에 대한 교수학적 처치가 학업성취도 향상에 얼마나 큰 효과크기를 갖는지 분석하였다. 이러한 분석의 결과 수학학습부진아에게 교수학적 처치는 전반적으로 중간 정도의 효과크기를 갖는다는 것을 알게 되었다. 또한 여러 중재요인을 분석하여 어떠한 환경에서 가장 큰 효과를거둘 수 있는지에 대한 제안점도 얻을 수 있었다.

Abstract

Despite the trend of the times and the government's efforts to implement policies, a number of students, having difficulties in learning math, are still growing. Reflecting this, many studies related to underachiever of learning mathematics were conducted in the field of mathematics education. Most of these studies, however, were intended to find the cause of underachievers of learning mathematics or experimental studies that applied the specific teaching procedures to the underachievers of learning mathematics and found their effectiveness in terms of academic achievement, compared it beforehand. Thus, in this study, 49 studies, from including theses and published journal papers from 2001, were meta-analyzed to find out how effective the teaching treatment for underachievers of learning mathematics has improved academic performance. As a result of this analysis, we found that teaching treatment generally have moderate effect sizes for children with having difficulties in learning mathematics. It was also possible to analyze the effect of various interventions and to obtain some suggestions on which circumstances the greatest effect could be achieved. Teaching treatments for underachiever of learning mathematics could have greater effectiveness in elementary school level, institution certified testing tool was used, targeted for each individual, taught by peer student, lasted for at least 8 weeks, and using teaching aids and ICT tools.

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