또래도우미 활동이 학업성취도 및 과학에 대한 인식에 미치는 영향
The Effect of Peer Mentoring Activity on Academic Achievement and Views on Nature of Science
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본 연구는 또래도우미 활동수업이 멘티의 학업성취도에 미치는 영향 및 과학에 대한 인식을 알아보고자 하였다. 실 험집단은 중학교 1학년 40명이며 또래도우미는 성적이 상위 20% 이상의 학생 및 멘티는 성적이 하위 15% 이하 학생으로 구성하였다. 또래도우미 활동수업은 8주간 23차시에 걸쳐 진행하였으며 교사의 본시 수업내용 전개가 끝난 후 15~30분 동 안 실시하였다. 또래도우미 활동은 멘티가 수업내용을 정리하면서 이해하기 어려운 부분을 또래도우미에게 질문하고 도움을 포함하고 있다. 그 연구결과는 다음과 같다. 첫째, 또래도우미 활동수업이 전통적인 강의식 수업보다 멘티의 과학 학업성취 도 향상에 통계적으로 유의미하였다(p<.01). 반면에 또래도우미의 학업성취도는 유의미한 효과는 나타나지 않았다(p>.05). 둘 째, 또래도우미 활동수업에 참가한 학생들은 과학은 어렵고 외우는 것이 많은 힘든 과목에서 실험을 많이 하는 재미있는 과 목이라는 긍정적 인식 변화가 관찰되었으며 또래도우미 활동 수업에 참가하면서 또래도우미와 멘토가 친해지는 계기가 되 었다고 하였다. 셋째, 또래도우미와 멘티 모두 또래도우미 활동 수업에 대한 만족도는 높은 것으로 조사되었다(p<.01). 넷째, 멘 티의 적극적인 태도 및 또래도우미와 멘티의 친밀도가 높을수록 멘티의 학업성취도가 향상되었다. 따라서 또래도우미 활동 수업 시 또래도우미와 멘티의 친밀도를 고려하여 모둠을 구성하면 멘티의 학업성취도 향상 및 과학에 대한 인식은 긍정적 으로 유도할 수 있을 것으로 기대된다.
Abstract
The purpose of this study is to examine the effect of peer mentor on academic achievement of mentee and views on nature of science. The experimental group was consisted of 20 mentor students, formed as a high level being less than 20% of achievement test, and 20 mentee, low level less than 15% of that. The mentoring activities were conducted 23 times for 8 weeks and progressed for 15~30 minutes after the teacher’s main classes. During the mentoring activity, studying materials were provided to students and mentees asked to mentors for the parts which were difficult to understand among the contents of classes and got replies by arranging studying materials. As the results of this study, First, peer mentoring activity was shown statistically meaningful effects and improved the academic achievement in mentee’s group than traditional classes (p<.01). But, there was no meaningful effects on mentor’s achievement (p>.05). Second, the students who took part in the peer mentoring activity said that it was a good chance to have a close relationship between mentors and mentees. Also, the science recognition of the students were changed positively even though the science is hard and difficult to memorize, but interesting subject included the experiments. Third, the satisfaction of the peer mentoring activity is high both mentors and mentees (p<.01). Fourth, according to mentees’ positive attitude, and as the level of closeness is higher, the academic achievement was increased. Based on this study, if teachers organize mentoring team effectively according to their closeness, one can expect the positive change of recognition on science as well as academic achievement of mentees.
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