인출연습과 반복읽기의 상대적 비율에 따른 회상 효과
The Effect of Various Proportions of Retrieval Practice vs. Rereading on Recall
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이 연구의 목적은 중국 여대생을 대상으로 총 학습시간 중 인출연습(암송)과 반복읽기의 상대적인 비율에 따라 회상에 미치는 효과를 검증하고 학업성취도 수준(상,중,하)에 따라 그 비율의 효과가 일관되게 나타나는지 확인하는 것이다. 실제 학교현장에서 사용하는 산문자료를 활용하여 인출연습과 반복읽기의 다양한 비율에 따라 회상률이 어떻게 다른지를 확인한 Gates(1917) 연구를 반복 검증하는 과정에서 몇가지 연구문제를 추가하였다. 첫째, Gates 연구가 즉시인출(학습직후)과 지연인출(3~4시간)의 경우 어떤 비율이 가장 효과적인지를 검증한 것에 덧붙여 이 연구는 1주일 후에 실시한 최종인출에서도 그 결과가 적용되는지 추가하여 분석했다. 그 결과, 60:40 비율을 적용한 방법이 일주일 후의 회상률에서 가장 높았다. 둘째, 학습자의 학업성취도 수준(상,중,하)에 따라서도 최상의 비율이 일관되게 적용되는지 검증했다. 학업성취도의 수준에 관계없이 인출연습:반복읽기 60:40 비율이 가장 효과적임이 확인되었다. 이 결과는 즉시인출과 지연인출, 그리고 최종인출에서도 일관되게 유지되었다. 특히, 학업성취도 수준이 낮은 학생이 60:40의 비율로 학습했을 때 성취도 ‘상’수준과 ‘중’수준에서 다른 비율로 학습한 경우와 비교해 보면, ‘상’수준에서 읽기만 100%했거나 인출을 90%한 학생과 ‘중’수준에서 읽기를 100%와 80%했거나 인출을 90%한 학생은 ‘하’수준에서 인출연습:반복읽기 60:40 비율로 학습한 학생보다 낮은 성취도를 보였다. 이 연구결과의 시사점을 논의하고 후속 연구와 교육적 활용방안을 제안하였다.
Abstract
The purpose of this study was to verify the effects of retrieval practice on subsequent recalls according to the relative proportion of retrieval practice versus rereading during classroom learning for female Chinese college students, and to check whether the proportion effects are consistent across academic achievement levels(high, middle, low). Several research questions were extended in the process of replicating Gates’s(1917) study, which identified how different the recall effects were according to the proportion of retrieval vs. rereading with prose materials. More specifically replicating Gates’s study, this study checked which proportion of Gates’s study was the most effective in the immediate test and delayed test, and analyzed whether the results were consistent on the final test implemented a week later. The results were as the following. First, the 60:40 proportion of retrieval time to rereading time turned out to have the highest effect. Second, in terms of the difference by learners’ achievement level, it was identified that 60:40 was the most effective proportion regardless of achievement level. This result was held consistently on the three tests. Comparing the 60:40 proportion effects for the low level students with those by the other proportions for the students with middle and high levels, it turned out the students who reread 100% or retrieved 90% in the high level and the students who reread 100% or retrieved 80% of the time in the middle level recalled lower than the students who retrieved 60% and reread 40% in the low level. The implications of this study were discussed, and further research and utilization in education were suggested.
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