실과환경 관련 단원에서 수준별 학습이 학업성취도에 미치는 효과
The Effects of Students’ Intellectual Level-Based Learning on Scholastic Achievement in Environment-Related Units of Practical Arts
The purpose of this was to verify the effects of students' intellectual level-based learning on scholastic achievement in practical arts classes based on environment-related units such as 'Environment and My Life'. The subjects were 37 elementary school students in Korea (6th grade). They were grouped A, B, and C by their intellectual level (Group A, 12 students in the higher level; Group B, 17 students in the middle level; Group C, 8 students in the lower level). Experimental classes were designed using one group pretest-posttest design. The results were analyzed in terms of the average and standard deviation of intellectual domain, skill domain, and attitude domain. The results of this study were as follows:First, the improvement of students' scholastic achievement in Group C was greatest in intellectual domain. This result suggests that intellectual level-based learning may effect on lower level students' scholastic achievement in intellectual domain.Second, the improvement of students' scholastic achievement in Group A was greatest in skill domain. So intellectual level-based learning may effect on higher level students' scholastic achievement in skill domain.Third, the improvement of students' scholastic achievement in Group C was greater than Group A and B in attitude domain . From this result, it is proposed that intellectual level-based learning effects on lower level students' scholastic achievement in attitude domain.
