수학학습에서 인출연습방법과 수학성취도수준의 상호작용 효과
Interaction Effect of Retrieval Practice Methods and Math Achievement Levels in Math Learning
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초록
이 연구의 목적은 수학학습에서 두 가지 인출연습방법(교차연습과 구획연습)이 수학성취도수준(상, 중, 하)에 따라 상이한 효과를 끼치는지를 확인하는 것이다. 교차연습이 구획연습보다 효과적이지만 성취도수준에 따라 차이가 있는지를 검증한 선행연구들은 일관된 결과를 보이고 있지 않다. 중학교 3학년 188명을 대상으로 교차연습 집단과 구획연습 집단으로 무작위 배치하여 총 32일 동안 9회에 걸쳐 학습활동을 하였고 일주일의 파지간격을 둔 후 최종시험을 실시하였다. 그 결과, 교차연습이 구획연습보다 더 효과적이었으며, 수학성취도수준과 인출연습방법 간 유의미한 상호작용 효과가 확인되었다. 즉, ‘중’·‘상’수준 학생은 두 학습방법 간 차이가 없었으나 ‘하’수준 학생에게서 교차연습이 구획연습보다 더 효과적이었다. 연구결과와 연구방법에 대한 논의를 통해 후속 연구가 필요한 연구문제를 제안하였다.
Abstract
This study was to compare the effect of retrieval practice method(interleaved vs. blocked) according to the math achievement levels in math learning. A large number of research has shown that interleaved practice is more effective than blocked practice. But the differential effect of the practice method by the achievement level was not found consistent among previous studies. A total of 188 middle school students in 3rd grade were randomly assigned into interleaved or blocked practice group. Participants took 9 quizzes and the final criterion test. The retention interval was 7 days and the entire procedure lasted 32 days. The results revealed that interleaved practice was more effective than blocked practice. In addition, there was a statistically significant interaction effect of the math achievement level and retrieval practice method. Particularly, interleaving was more beneficial for the low level students than those in the high and middle levels. Further research topics were suggested after the issues on the research method and the findings were discussed.
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