교사와 학생의 ICT 활용과 학생의 자기주도학습이 저성취 고등학생의 학업성취도에 미치는 영향
Teachers' and Students' ICT Use and Students' Self-directed Learning on Low-achieving Adolescents' Academic Achievements
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초록
본 연구의 목적은 고등학교 학습 현장에서 교사와 학생의 ICT 활용의 중요성과 학생의 자기주도학습 능력을 탐색하고, 특히 ICT 활용과 자기주도학습 요인이 저성취 학생의 학업성취도에 미치는 영향력에 대해 분석하는 것이다. 이에 서울특별시 교육정보연구원에서 제공하는 서울교육종단연구 1~2차년도 자료를 활용하고, 개인(학생)과 학교(교사)수준을 포함한 다층모형을 적용 분석을 실시하였다. 본 연구의 주요 결과를 살펴보면, 첫째, 저성취 고등학생들의 ICT 활용에 관한 요인들 중에서 개인 수준에서는 EBS 주당 시청시간과 컴퓨터 활용 빈도가 상대적으로 낮게 나타났고, 학교 수준에서는 온라인 교수학습 지원체제의 활용 및 ICT 활용 정도 요인이 상대적으로 낮게 나타났다. 둘째, 저성취 고등학생들의 자기주도적 학습과 관련된 변인들은 학업성취와 부적인 관계를 나타내거나, 유의미한 상관관계를 맺지 않는 것으로 나타났다. 이와 같은 연구결과를 통해, 저성취 고등학생들의 학습자 특성, 학습 환경, 소속된 학교의 특성을 고려하여 ICT 활용교육 프로그램을 개발할 필요가 있음을 알 수 있었다. 또한, 저성취 학생의 자기주도적 학습 방법에 대한 긍정적 인식을 증가시킬 수 있는 개별화되고, 구조화된 교수-학습 방법의 개발 및 운영에 대한 시사점을 도출하였다.
Abstract
The purpose of this study was to explore the effects of teachers' and students' Information and Communication Technology(ICT) use and students' self-directed learning(SDL) on low-achieving adolescents' academic achievements. For this purpose, this study employed the datasets of the Seoul Education Longitudinal Study(SELS). In addition, this study used two-level(level-1: student, level-2: school(teacher)) hierarchical linear models for the data analysis. In terms of the ICT use, results indicated that there were less 'hours of watching the EBS programs every week' and lower 'frequencies of computer use' than the other components at the level-1(student). and there were less 'use of the online teaching and learning support system' and lower 'level of ICT use' than the other components at the level-2(school(teacher)). In terms of SDL, results also showed that there were negative or no relationships between the low-achieving adolescents' SDL and their academic achievements. The overall results of this study suggest that instructors would be advised to develop and operate the individualized and structured instructional methods of ICT use to increase positive perception of SDL by considering the low-achieving adolescent learners' and schools'(teachers') characteristics, and their learning environments.
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