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학습유형의 효과에 대한 메타분석

Title
학습유형의 효과에 대한 메타분석
Author
임수홍
Advisor(s)
김동식
Issue Date
2014-02
Publisher
한양대학교
Degree
Master
Abstract
최근 5년간 학습유형이 학습성과에 미치는 영향에 대한 연구가 활발하게 이루어져왔다. 학습유형 연구의 양적 팽창에 비해 학습유형과 학습성과의 직접적인 관계를 고찰하려는 시도는 부족하였다. 본 연구에서는 메타분석을 이용하여 학습유형이 학습성과에 미치는 효과 정도를 이해하고자 하였다. 더불어 학습성과에 미칠 수 있는 매개변수의 영향력을 알아보고자 하였다. 이를 위해 독립변수를 학습유형, 종속변수를 학습성과로 하는 국내외 26편의 학술지 및 학위논문을 본 연구의 대상으로 하였다. 첫 째, 학습유형은 학습성과에 대해 전반적으로 중간 수준()임을 확인하였다. 학습유형 모형 중에서 VARK 모형이 가장 효과적이며 그 다음으로 Kolb, Felder-silverman 순의 효과를 보였다. 학습성과의 경우 인지적 영역과 정의적 영역을 혼재해서 사용한 그룹의 효과크기가 높은 수준()으로 나타났고 그 다음으로 인지적 영역이 높은 효과크기를 보였다. 둘 째, 학습자 특성에 따른 학습유형의 효과를 살펴보았다. 학습기관의 경우 중학교와 고등학교에서 효과를 보였다. 고등학교의 경우 효과크기의 값이 중간 높게 나타났고 중학교의 경우 높은 효과크기를 보였다. 성별에 대한 구별을 하는 연구가 중간 효과가 있는 것으로 나타났다(). 셋 째, 연구방법론적 특성에 따른 학습유형의 효과를 살펴보았다. 학습유형의 효과는 수업기간이 3주 이하일 때 효과가 있었으며 2주가 1.32로 매우 높은 효과크기를 3주의 경우 0.67로 중간 높은 효과크기를 보였다. 출판종류에 따른 학습유형은 국외저널의 경우만 효과가 있음으로 나타났으며 중간 효과크기였다. 무선할당의 여부의 경우 무선할당을 한 그룹만 효과크기가 유의하다고 나타났으며 크기는 중간크기()를 보였다. 출판연도에 따른 학습유형의 효과는 최근에 출판된 연구일수록 효과가 아주 조금 향상되는 경향을 보였다(0.04). 넷 째, 교수방법론적 특성에 따른 학습유형의 효과를 살펴보았다. 학습유형의 효과는 전통적 학습환경과 컴퓨터 기반 환경 순으로 높았다. 전반적으로 학습유형의 효과는 개인학습과 협력학습 모두에서 효과적이며 협동학습이 중간효과크기로 더 높은 효과를 보고했다. 교수방법의 경우 적응적 학습, PDA 기반 학습, 자기조절질문전략, 게임기반 학습 순으로 효과가 나타났으며 학습유형과 일치하는 그룹이 효과가 나타났으며 학습유형과 불일치하는 학습상황의 그룹은 효과가 없었다. 학습과목의 경우 영화, 지리, 과학, 영어 순으로 효과가 나타났다. 종합하면 학습성과에 미치는 학습유형의 효과는 전반적으로 높았다. 또한 학습유형의 효과는 학습자의 학습기관, 성별, 수업과목, 수업환경, 수업진행 방식 등에 따른 차이가 있음이 확인되었다. 본 연구에서 밝혀진 학습유형의 효과를 매개하는 변수들을 중심으로 학습유형의 효과를 더 심층적으로 이해하기 위한 노력이 이루어져야 하며 이를 위해 학습환경에 따른 새로운 학습유형모형의 개발 및 학습방법이 적용되어 그 타당성을 검증받아야 할 것 이다.| In last five years, there have veen an increasing number of studies concerning the effect of learning style on learning outcomes. However scarce attempts have been made to synthesize results from previous studies conducted so far. This research aims to understand the overall effect of learning style on learning outcomes and to understand how much impact moderators have on the relationship between learning style and learning outcomes. In pursuits of this purpose, 26 studies were collected from both dissertations and journal articles published in Korea and all over the world written by english putting learning style as independent variable, learning outcomes as dependent variable. First, the overall relationship between learning style and learning outcomes was analyzed. The overall effect size of learning style on learning outcomes turned out to be middle () according to Cohen(1992)’s criteria. Specifically, it was found that VARK model was the most effective model follwed by Kolb, Felder-silverman. In case of learning outcomes, the mixed model of cognitive domain and affective domain was the highest. A moderator analysis regarding learners’ characteristics were investigated. For the first, The impact of learning style was stronger in middle school(1.06) than high school(0.4). In case of sex, the distinction of sex was effective than mixed one. Secondly, the effect of moderators concerning methodological characteristics were analyzed. The effect of learning style is more prominent in course run for below 3 weeks than for above 4 month. In terms of whether the random assignment was done, random assignment groups were effective unless the other group was not. According to the type for publish, the abroad journal was the only effective one. Publication date had positively significant effect on the learning style. Thirdly, the effect of moderators instructional characteristics were investigated. The characteristics of most courses analyzed in this research can be classified as those from applied and soft disciplines. Of similar disciplines, the learning can be effective on course like movie, which was followed by geography, science, and english. The effect of learning style was more prevalent in the traditional learning environment than computer mediated environment. Learning style was effective both individual and collaborative learning situation. This meta-analysis synthesized existing studies from a broad range of settings, researchers and circumstances and integrated conflicting findings to establish a general knowledge base about the effect of learning style. There were a difference on the effect of learning style according to moderators. In this regard, further studies should be followed up in the consideration of implications drawn from this study.; In last five years, there have veen an increasing number of studies concerning the effect of learning style on learning outcomes. However scarce attempts have been made to synthesize results from previous studies conducted so far. This research aims to understand the overall effect of learning style on learning outcomes and to understand how much impact moderators have on the relationship between learning style and learning outcomes. In pursuits of this purpose, 26 studies were collected from both dissertations and journal articles published in Korea and all over the world written by english putting learning style as independent variable, learning outcomes as dependent variable. First, the overall relationship between learning style and learning outcomes was analyzed. The overall effect size of learning style on learning outcomes turned out to be middle () according to Cohen(1992)’s criteria. Specifically, it was found that VARK model was the most effective model follwed by Kolb, Felder-silverman. In case of learning outcomes, the mixed model of cognitive domain and affective domain was the highest. A moderator analysis regarding learners’ characteristics were investigated. For the first, The impact of learning style was stronger in middle school(1.06) than high school(0.4). In case of sex, the distinction of sex was effective than mixed one. Secondly, the effect of moderators concerning methodological characteristics were analyzed. The effect of learning style is more prominent in course run for below 3 weeks than for above 4 month. In terms of whether the random assignment was done, random assignment groups were effective unless the other group was not. According to the type for publish, the abroad journal was the only effective one. Publication date had positively significant effect on the learning style. Thirdly, the effect of moderators instructional characteristics were investigated. The characteristics of most courses analyzed in this research can be classified as those from applied and soft disciplines. Of similar disciplines, the learning can be effective on course like movie, which was followed by geography, science, and english. The effect of learning style was more prevalent in the traditional learning environment than computer mediated environment. Learning style was effective both individual and collaborative learning situation. This meta-analysis synthesized existing studies from a broad range of settings, researchers and circumstances and integrated conflicting findings to establish a general knowledge base about the effect of learning style. There were a difference on the effect of learning style according to moderators. In this regard, further studies should be followed up in the consideration of implications drawn from this study.
URI
https://repository.hanyang.ac.kr/handle/20.500.11754/131806http://hanyang.dcollection.net/common/orgView/200000424398
Appears in Collections:
GRADUATE SCHOOL OF EDUCATION[S](교육대학원) > MAJOR IN EDUCATIONAL TECHNOLOGY(교육공학전공) > Theses(Master)
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