국어과 문법 학습에서의 TGT 협동학습 효과

Abstract

학교 현장에서 학생들은 문법에 대한 흥미가 낮으며, 문법을 어려워하는 경우가 많다. 하지만 문법 교육은 주로 강의식 수업으로 이루어지고 있어 학생들의 흥미를 떨어뜨리고 있다. 따라서 문법 교육에 새로운 교수-학습법의 적용이 필요하다고 보고, 교사들이 많이 사용하고 있는 협동학습을 대안으로 설정하였다. 본 연구에서는 협동학습 모형 중 팀 게임 토너먼트 모형(TGT)을 문법 수업에 적용하여 본 후, 학생의 학업 성취와 태도에 어떤 영향을 미치는지 알아보았다. 연구의 목적을 달성하기 위해 연구의 대상을 경기도 성남시의 고등학교 3학년 2반 학생들을 설정하고, 비교 집단은 3학년 3반으로 선정하였다. 실험 집단에서는 TGT 모형을 활용하여 문법 수업을 진행하고, 비교 집단에게는 전통적인 강의식 수업으로 지도하였다. 학업 성취도를 측정하기 위해서 모의고사 기출문제 및 EBS 교재의 문제를 활용하여 사전 및 사후 검사를 실행하였다. 또한 학습 태도를 파악하기 위해 흥미, 자신감, 협동심 영역으로 나누어 사전 및 사후 검사를 실시하였다. 그리고 수업 프로그램에 대한 만족도를 조사하여 학생들이 수업에 대해 어떤 생각을 갖고 있는지 파악하였다. 본 연구를 통해 얻은 결론을 다음과 같다. 첫째, TGT 수업 모형이 문법 학업 성취도 향상에 긍정적인 영향을 주었다. 실험 집단과 비교 집단의 성적 변화량을 비교해 본 결과, 비교 집단의 평균 점수는 4점이 향상된 것에 비해 실험 집단의 평균은 16점이 향상되었다. 유의확률은 .049로 통계적으로 의미있는 결과가 나와 TGT 모형이 학업 성취도를 향상시켜 준다는 사실을 증명할 수 있었다. 수준별로 나누어 효과를 분석해 본 결과, TGT 협동학습은 모든 수준의 학습자들의 학업 성취도를 향상시키지만, 강의식 수업에 비해 효과가 큰 집단은 중위 수준과 하위 수준이었다. 성향별로 나누어 효과를 분석해 본 결과, 외향형 학생들보다는 내향형 학생들에게서 유의한 차이가 나타났다. 성별로 나누어 효과를 분석해 본 결과, 여학생들보다는 남학생들에게서 유의한 차이가 나타났다. 둘째, TGT 수업 모형이 문법 학습 태도 향상에 긍정적인 영향을 주었다. 실험 집단 전체를 대상으로 사전 검사와 사후 검사의 차이를 비교해 보면 흥미, 자신감, 협동심 모든 영역에서 유의확률 .05보다 작아 유의미한 차이가 나타났다. 강의식 수업과 비교해서는, 특히 협동심 영역에서 큰 차이가 나타났다. 수준별로 학습 태도에 미치는 영향을 보면, 중위 수준의 학습자에게서 가장 의미있는 결과가 나타났다. 성향별로 학습 태도에 미치는 영향을 분석한 결과, 외향형 학생들과 내향형 학생들 모두 자신감 영역에서 유의미한 변화를 보여 주었다. 성별에 따라 학습 태도에 미치는 영향을 분석한 결과, 여학생들보다는 남학생들에게서 협동학습을 통한 긍정적 변화가 크게 나타났다. 셋째, TGT 수업 모형에 대한 학생들의 만족도는 긍정적이었다. TGT 수업 모형에 대한 만족도 점수는 4.2점으로 대부분의 학생들이 협동학습에 만족하고 있었다. 설문조사 결과, TGT 협동학습 모형에서 친구들과 함께 문제를 푸는 협력 활동과 게임을 통한 경쟁 활동이 모두 학생들에게 긍정적인 영향을 주었다는 것을 알 수 있었다. 결론적으로, TGT 협동학습 모형은 학생들의 문법 학습에서 학업 성취도와 학습 태도에 긍정적인 영향을 주며, 강의식 수업의 대안이 될 수 있다.| In school, students are less interested in grammar and often find it difficult. Grammar education, however, is largely made up of instructor-led classes, which are hurting students' interest. Therefore, the application of the new teaching-learning method was deemed necessary in grammar education, and the cooperative learning method, which is widely used by teachers, was set as an alternative. In this study, after applying the Team Game Tournament Model (TGT) to grammar classes, we looked at how it affects students' academic performance and attitudes. To achieve the purpose of the study, classes with similar learning levels were selected, and the differences were compared after the TGT class model was applied to the experimental group and the comparison group was applied to the instructor-led class. The conclusions from this study are as follows. First, the TGT class model has had a positive effect on improving grammar academic performance. Comparing the sexual variation between the experimental group and the comparison group, the average score of the comparison group was improved by 16 points, compared to an improvement of 4 points. The significant probability was .049, with statistically meaningful results, which proved that the TGT model improved academic performance. Based on the analysis of the effects by level, TGT cooperative learning improves the academic performance of learners at all levels, but the group with greater effectiveness compared to the instructor-led class was at the mid-level and lower level. Analysis of the effects by classifying the tendencies revealed a significant difference in introverts than extroverts.Analysis of the effects by gender showed a significant difference in boys rather than girls. Second, the TGT class model has had a positive effect on improving grammar learning attitude. Comparing the differences between pre- and post-mortem examinations across the experimental group showed significant differences in all areas of interest, confidence, and co-operation, with a smaller significant probability than .05. Comparing with lecture-type classes, there was a big difference, especially in the area of cooperation. The impact on learning attitudes by level has resulted in the most significant results for learners at the mid-level. Analysis of the effects on learning attitudes by propensity showed significant changes in the areas of confidence for both extroverted and introverted students. An analysis of the effects of gender-based learning attitudes has shown that there is a greater positive change in cooperative learning among male students than in female students. Third, the students' satisfaction with the TGT class model was positive. The satisfaction score for the TGT class model was 4.2, with most students satisfied with the collaborative study. The survey found that cooperative activities and competitive activities through games with friends in the TGT cooperative learning model both had positive effects on students. In conclusion, the TGT cooperative learning model positively influences students' academic achievement and learning attitude in grammar learning, and may be an alternative to lecturing classes.; In school, students are less interested in grammar and often find it difficult. Grammar education, however, is largely made up of instructor-led classes, which are hurting students' interest. Therefore, the application of the new teaching-learning method was deemed necessary in grammar education, and the cooperative learning method, which is widely used by teachers, was set as an alternative. In this study, after applying the Team Game Tournament Model (TGT) to grammar classes, we looked at how it affects students' academic performance and attitudes. To achieve the purpose of the study, classes with similar learning levels were selected, and the differences were compared after the TGT class model was applied to the experimental group and the comparison group was applied to the instructor-led class. The conclusions from this study are as follows. First, the TGT class model has had a positive effect on improving grammar academic performance. Comparing the sexual variation between the experimental group and the comparison group, the average score of the comparison group was improved by 16 points, compared to an improvement of 4 points. The significant probability was .049, with statistically meaningful results, which proved that the TGT model improved academic performance. Based on the analysis of the effects by level, TGT cooperative learning improves the academic performance of learners at all levels, but the group with greater effectiveness compared to the instructor-led class was at the mid-level and lower level. Analysis of the effects by classifying the tendencies revealed a significant difference in introverts than extroverts.Analysis of the effects by gender showed a significant difference in boys rather than girls. Second, the TGT class model has had a positive effect on improving grammar learning attitude. Comparing the differences between pre- and post-mortem examinations across the experimental group showed significant differences in all areas of interest, confidence, and co-operation, with a smaller significant probability than .05. Comparing with lecture-type classes, there was a big difference, especially in the area of cooperation. The impact on learning attitudes by level has resulted in the most significant results for learners at the mid-level. Analysis of the effects on learning attitudes by propensity showed significant changes in the areas of confidence for both extroverted and introverted students. An analysis of the effects of gender-based learning attitudes has shown that there is a greater positive change in cooperative learning among male students than in female students. Third, the students' satisfaction with the TGT class model was positive. The satisfaction score for the TGT class model was 4.2, with most students satisfied with the collaborative study. The survey found that cooperative activities and competitive activities through games with friends in the TGT cooperative learning model both had positive effects on students. In conclusion, the TGT cooperative learning model positively influences students' academic achievement and learning attitude in grammar learning, and may be an alternative to lecturing classes.