Earticle

초록

영어

This study has investigated how the Multiful Intelligence programs have an influence on the schoolwork achievement of elementary school students by performing Meta-analysis. In particular, the present study focuses on the following three subjects:
First, how large on overall average does the Multiful Intelligence programs have an effect on the schoolwork achievement of elementary school students by calculating the effectiveness size (ES)? Second, how differently does the Multiful Intelligence programs affect the factors relevant to the schoolwork achievement, such as positive self-perception, motivation of achievement, creativity and problem-solving ability?
Last, does the Multiful Intelligence programs with consideration of different background variables such as grade, region and curriculum make a difference on the schoolwork achievement of elementary school students?
The present study has looked at 36 research papers on the Multiful Intelligence programs and variables factors affecting schoolwork achievement among domestic publications between 1998 and 2007. They presented mean, standard deviation, and relevant values of (t, F, p), which are necessary to calculate the effectiveness size (ES), and adopted the method of before-after examination. By performing simulation based on characteristics of the targeting variables from the previous papers, the present study obtained 41 different effectiveness sizes. Also, the present study carried out t-verification and parameter analysis by using the SPSS 12.0 commercial program.
As a result, the present study found that the effectiveness size (ES) of the Multiful Intelligence affecting the schoolwork achievement is 0.8954 on overall average, which is a high value according to Cohen's ES criterion(1977). The value indicates that Multiple Intelligence program represents an effective method having a positive effect on the schoolwork achievement progress of elementary school students.
Each effectiveness size of creativity, problem-solving ability, motivation of
achievement, internal motive is also found to be 1.4813, 0.9829, 0.8767 and 0.5374,
respectively, which shows that creativity, problem-solving ability, motivation of achievement and internal motive are under influence of the Multiful Intelligence programs in order. Finally, the present study confirmed that the Multiful Intelligence
programs with consideration of different background variables such as grade, region and
curriculum does not make any significant difference on the schoolwork achievement.

한국어

본 연구의 목적은 초등학교 아동의 다중지능 프로그램과 학업성취 관련 요인에 대해 메타분석을 실시하여, 다중지능 프로그램이 학업성취 관련 요인에 미치는 효과성을 밝히는데 있다.
이를 위해 1998년부터 2007년까지 국내에서 발표된 초등학교 아동의 다중지능 프로그램과 학업성취 관련 변인에 대한 연구들을 코딩하고, 효과크기 공식을 적용하여 각각의 연구물로부터 모두 41개의 효과크기를 구하였다.
연구 결과 다중지능 프로그램이 초등학교 아동의 학업성취 관련 변인에 미치는 전체 평균효과크기는 .8954로 나타났고, 창의성의 효과크기가 1.4813으로 가장 크고, 다음으로 문제해결력 효과크기가 .9829, 성취 동기 효과크기가 .8767, 자기 효능감 효과크기가 .5374의 순으로 나타났다. 대상 학년별로, 대상 지역별로, 적용 교과별로는 통계적으로 유의미한 차이는 없는 것으로 나타났다.

목차

Ⅰ. 연구의 필요성과 목적
 Ⅱ. 이론적 배경
  1. 다중지능의 정의
  2. 다중지능 프로그램
  3. 학업성취 관련 요인
  4. 메타분석
  5. 선행연구 검토
 Ⅲ. 연구 방법
  1. 연구 대상
  2. 분석 방법
 Ⅳ. 연구 결과 및 논의
  1. 연구 결과
 Ⅴ. 논의 및 결론
 참고문헌
 ABSTRACT

키워드

저자

• 김효정 [ Kim, Hyo Jung | 수원조원초등학교 교사 ]

참고문헌

발행기관

간행물

표지보기 관심저널 등록

• 간행물명

  초등교육학연구 [Korean Journal of Elementary Education]

• 간기

  반년간

• pISSN

  1598-4001

• 수록기간

  1993~2026

• 십진분류

  KDC 375 DDC 372