협력학습에서 집단 간 경쟁이 과제참여 및 학습태도에 미치는 영향

Abstract

본 연구는 협력학습에서 집단 간 경쟁이 과제참여와 학습태도에 미치는 영향을 확인하기 위한 목적으로 수행되었다. 경기도 소재 초등학교 5학년 학생 217명이 연구에 참여하였고 준 실험설계 방식에 따라 총 8개의 학급을 실험집단과 통제집단에 각각 4학급씩 무선 할당하여 학급별로 3회의 협력학습을 실시하였다. 실험집단은 목표제시 및 평가 단계에서 집단 간 경쟁과 관련된 실험 처치를 가하였고 통제집단은 집단 간 경쟁과 관련된 처치를 하지 않았다. 집단 간 경쟁을 개체 간 요인(between-subjects), 측정 시기를 개체 내 요인(within-subjects)으로 한 혼합설계 분산분석(1B1W mixed ANOVA)을 실시한 결과는 다음과 같다. 첫째, 과제참여에 대한 경쟁과 시간의 상호작용 효과가 유의한 것으로 나타났다. 비경쟁 조건에서 학습에 참여한 경우 과제참여가 점차 증가한 반면 경쟁 조건에서 학습한 경우 비록 변화 추이가 유의하지는 않으나 과제참여가 감소하는 경향이 나타났다. 둘째, 학습 태도 중 협력학습 선호도는 경쟁과 시간의 상호작용 효과가 유의하였다. 집단 간 성취도를 비교하지 않을 때 협력학습에 대한 선호도가 점차 높아진 반면 성취도를 비교하는 상황에서는 선호도에 유의미한 변화가 없었다. 내재동기는 경쟁과 시간의 상호작용 효과가 유의하지 않았던 대신 시간의 주 효과가 높게 추정되었다. 따라서 학습이 진행되는 동안 내재동기가 크게 증가하였으나 이때 집단 간 경쟁의 유무는 내재동기 변화에 영향을 미치지 못하였다고 볼 수 있다. 셋째, 공동조절과 협력학습 선호도는 경쟁과 시간의 상호작용 효과는 물론 경쟁의 주 효과도 유의하였다. 즉 집단 간 경쟁이 존재함으로써 소집단 내에서 서로의 학습을 더욱 적극적으로 도왔고, 협력학습에 대해 흥미롭게 인식한 것으로 해석해볼 수 있다. 그러나 경쟁조건에서 공동조절은 점차 감소하는 경향이 확인되었고, 마지막 회기에서 집단 간 경쟁유무에 따른 집단차이가 유의하지 않았으므로 협력학습 상황에서 집단 간 경쟁이 미치는 영향은 보다 장기적인 관점에서 이해되어야 할 필요가 있다. 본 연구는 협력학습에서 집단 간 경쟁이 미치는 영향을 종단적으로 살펴보고, 과제참여와 학습태도의 긍정적 변화를 이끌 수 있는 수업 방안을 제시하였다는 점에서 교육적, 실천적 의의가 있다.

The purpose of this study is to find out how task engagement and learning attitude change according to the intergroup competition in collaborative learning. In order to examine the effect of group competition, co-regulation and task contribution are used as indicators of task engagement. As indicators of learning attitude, intrinsic motivation and preference for collaborative learning were used. This study hypothesizes that task engagement and learning attitude could decrease in intergroup competition but increase in non-intergroup competition condition. In this study, 217 5th grade elementary students who live in Gyeonggi-do participated. This study was conducted based on a quasi-experimental design due to practical constraints and conditions. In order to investigate the change of task engagement and learning attitude, three times of collaborative learning was conducted in each class. Experimental group was experimentally related to intergroup competition in goal presentation and evaluation stage of collaborative learning lesson, and control group did not take any action related to intergroup competition. In the analysis stage, a mixed ANOVA was conducted with intergroup competition as between subjects and times as within-subjects. The results of this study are as follows. First, task engagement was significantly increased when there was no competition among groups, but when there was competition between groups, it tended to decrease although not significant. Therefore, it is more effective not to apply intergroup competition to promote learner engagement and increase frequency of cooperative behaviors in small group. Second, interaction effect of competition and time on the preference of collaborative learning among learning attitude was significant. When there was no competition between groups, the preference for collaborative learning continued to increase, but when there was competition between groups, the change was not significant. On the other hand, in the case of intrinsic motivation, the interaction effect of competition and time was not significant, but the main effect of time was significant and the effect size were very large. Therefore, intrinsic motivation was significantly increased during cooperative learning, and the intergroup competition did not affect intrinsic motivation. The results of this study indicate that collaborative learning is effective for intrinsic motivation. In addition, it can be found from the viewpoint of self–determination theory that motivation is not degraded if externally regulated learning is shared with the necessity and importance of task. Third, some positive effects of group competition were found. The main effect of the competition was significant in co-regulation and preference of collaborative learning, and higher values were observed at all time points than non–competitive conditions. This results canbe interpreted that intergroup competition affects the co-regulation and preference of collaborative learning more. As the need for collaborative problem solving skills is emphasized, a variety of collaborative learning strategies are being used in recent educational settings. The results of this study suggest that the lesson should be designed considering the complex and long-term effects on student attitudes as well as student involvement in the use of instructional strategies such as intergroup competition in the education field.