중등교육에서 학습전략과 과제수행동기의 산문파지 효과
The Effect of Prose Passage on Learning Strategies and Task Performance Motivation in the Secondary Education
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이 연구의 목적은 산문 기억과제에서 학습전략과 과제수행동기가 파지에 미치는 영향을 조사하는 것이다. 이 연구의 학습전략은 인출연습과 반복읽기였으며 과제수행동기로 과제중요성과 과제노력을 측정하였다. 실험 대상자는 여자고등학교 1학년 42명이었으며, 두 개의 실험군으로 나누어 자유 회상방식의 인출연습을 하는 집단과 반복읽기를 하는 집단을 구성하였다. 실험처치는 초기학습 후 집단별 2회 재학습을 실시하고 SOS측정을 실시하는 것으로 설계하였다. 처치 2일 후 자유회상 방식으로 파지를 인출하는 최종시험이 있었다. 과제수행동기는 Likert 5점 척도를 사용하여 8개의 질문으로 구성된 학생의견척도(SOS)를 사용하여 측정하였다. 실험결과 인출연습과 반복읽기의 파지 차이는 없었다. 그러나 과제중요성과 과제노력을 포함하는 과제수행동기에서는 두 학습전략 간 차이가 있었다. 참가자들의 과제수행동기는 인출연습보다 반복읽기에서 더 높았다. 과제수행동기를 공변인으로 분석한 결과는 반복읽기보다 인출연습의 파지가 더 높은 것으로 나타났다. 과제수행동기 하위요인 중 학습전략 간 파지에 영향을 미치는 요인은 과제노력이었다. 이 결과는 인출연습이 반복읽기보다 효과적인 학습전략이며 과제노력의 바람직한 어려움이 학습효과 예측에 중요한 요인이라는 사실임을 확인하고 있다. 이는 학습자가 과제를 중요하게 여기는 것보다 과제를 수행할 때 노력을 어떻게 하느냐가 학업에 더 중요하다 사실을 증명함으로써 교육적 시사점을 준다.
Abstract
The purpose of this study was to investigate the impact of learning strategies on task performance motivation on retention in a passage comprehension task. The study employed two learning strategies, retrieval practice and repeated reading, and measured task performance motivation regarding task importance and task effort. The participants consisted of 42 first-year female high school students, who were divided into two experimental groups, one using free recall and the other using repeated reading. The experimental treatment included two relearning sessions after the initial learning and the SOS measurement, and the final free recall test was conducted two days later. Task performance motivation was measured using the Student Opinion Scale (SOS), which comprised eight questions using a Likert 6-point scale. The results indicated no significant difference in retention between retrieval practice and repeated reading. There were differences in task performance motivation including task importance and task effort between the two learning strategies. The task performance motivation of students exhibited higher task performance motivation during repeated reading than during retrieval practice. The covariate analysis controlling for task performance motivation demonstrated that retention was higher for retrieval practice than for repeated reading. The subfactor that influenced retention between 2 strategies was task effort. These results confirm that retrieval practice is a more effective learning strategy than repeated reading, while the desirable difficulty of task effort is a crucial factor in predicting learning outcomes. This demonstrates that how learners exert effort during task performance is more important in academic achievement than simply valuing the task. This finding provides educational implications by highlighting the importance of task effort in learning outcomes.
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