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ARCS 동기설계모델을 적용한 바이올린수업이 초등학생의 음악학습동기와 바이올린실력 향상에 미치는 영향

Title
ARCS 동기설계모델을 적용한 바이올린수업이 초등학생의 음악학습동기와 바이올린실력 향상에 미치는 영향
Other Titles
The Effects of the ARCS Model of Motivational Design on Elementary Students' Learning Motivation in Music and Violin Performance Abilities
Author
이수정
Alternative Author(s)
Lee, Soo Jeong
Advisor(s)
김명숙
Issue Date
2017-02
Publisher
한양대학교
Degree
Master
Abstract
본 연구는 켈러의 ARCS 동기설계모델을 적용한 바이올린수업이 학생들의 음악학습동기와 바이올린 실력 향상에 어떠한 영향을 미치는지에 대해 알아보고자 하는 것에 목적이 있다. 이를 위해, ARCS 바이올린수업 프로그램이 학생들의 동기와 바이올린 실력향상에 긍정적인 영향을 미칠 것이며 이러한 결과에 있어 성차 또한 존재할 것이라는 연구 가설을 검증하기 위해 동질집단 사전-사후검사 방법으로 설계되었다. 우선, 켈러가 제시한 ARCS 동기설계모델의 10가지 단계 모형을 반영하여 바이올린수업 지도안을 개발하였으며, 이의 효과성을 검증하기 위해 초등학교 4학년 73명을 대상으로 12차시로 이루어진 ARCS 동기설계모델을 적용한 바이올린수업 프로그램을 실시하였다. 연구 분석 결과, ARCS 동기설계모델을 적용한 바이올린수업 프로그램이 학생들의 주의집중, 관련성, 자신감, 만족감 등 모든 음악학습동기를 향상시켰으며, 여학생들이 남학생들보다 더 높은 동기 수준을 보였다. 또한, ARCS 동기설계모델을 적용한 바이올린수업 프로그램은 학생들의 바이올린 실력(자세, 운지법, 활쓰기, 음정, 박자, 총점)을 향상시켰다. 사전평가의 경우 성별에 의한 차이가 나타나지 않았으나 사후평가에서는 여학생 집단이 남학생 집단보다 모든 하위 항목에서 더 높은 평균점수를 보였다. 질적 분석을 통해서도 학생들의 주의집중력, 바이올린 수업과 실제 생활과의 연관성, 여러 사람 앞에서 시연하고자 하는 자신감 및 완전한 한 곡을 연주할 수 있다는 만족감 등이 향상되었음을 알 수 있었다. 또한 바르고 정확한 자세, 부드러운 왼손운지와 활쓰기, 그리고 보다 정확한 음정과 박자로 제재곡 ‘작은 별’을 연주할 수 있게 되었다. 이상의 결과를 종합해 볼 때, ARCS 동기설계모델을 적용한 바이올린수업 프로그램은 학생들의 음악학습동기 및 바이올린 실력을 향상시켰음을 알 수 있었다. 이상의 결과는 학생들의 동기를 고취시킬 수 있는 학습활동의 중요성을 강조하며, 보다 효과적인 학습지도안을 학교 수업 현장에 적용하고자 하는 음악 교사들에게 그 중요성을 한 번 더 각인시키는 결과라 할 수 있겠다. |The purpose of this study was to examine the effects of the ARCS Model of Motivational Design on elementary students' learning motivation in music and their violin performance abilities. A total of 73 4th graders participated in this study for a series of 12 classes. A method for violin instruction was developed for this study based on the 10 steps suggested by Keller (1983). It was hypothesized that the ARCS violin program would improve both learning motivation in music and violin performance, but that the results would show gender differences. To test these hypotheses, a one-group pretest and post-test design was used. The results showed that the ARCS violin program improved all of the students' motivation scores, as measured by attention, relevance, confidence, and satisfaction, and that the girls showed higher mean scores on motivation than the boys. In addition, the program improved all the students' violin performance: correct posture, softer fingering and bowing, and more perfect pitch and beat. In the pre-test, there was no difference between the two genders
however, in the post-test the girls showed higher violin performance abilities across all subscales. In the subsequent qualitative analyses, students showed higher levels of attention and relevance, more confidence in their ability to play violin in front of other students, and greater satisfaction that they could play a complete piece, "Twinkle Twinkle Little Star by Mozart," after completing the program. Overall, the ARCS violin program effectively increased students' learning motivation as well as their violin performance ability. This study has implications for teachers who want to apply more effective teaching methods to a music class environment, and highlights the importance of improving students' learning motivation in music.
The purpose of this study was to examine the effects of the ARCS Model of Motivational Design on elementary students' learning motivation in music and their violin performance abilities. A total of 73 4th graders participated in this study for a series of 12 classes. A method for violin instruction was developed for this study based on the 10 steps suggested by Keller (1983). It was hypothesized that the ARCS violin program would improve both learning motivation in music and violin performance, but that the results would show gender differences. To test these hypotheses, a one-group pretest and post-test design was used. The results showed that the ARCS violin program improved all of the students' motivation scores, as measured by attention, relevance, confidence, and satisfaction, and that the girls showed higher mean scores on motivation than the boys. In addition, the program improved all the students' violin performance: correct posture, softer fingering and bowing, and more perfect pitch and beat. In the pre-test, there was no difference between the two genders
URI
https://repository.hanyang.ac.kr/handle/20.500.11754/125128http://hanyang.dcollection.net/common/orgView/200000429494
Appears in Collections:
GRADUATE SCHOOL OF EDUCATION[S](교육대학원) > MAJOR IN MUSIC EDUCATION(음악교육전공) > Theses(Master)
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