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초등학생의 교외 영어 학습 자원 활용 ; 학습흥미도 및 학업적 효능감 간의 관계 원문보기

  • 저자

    김지윤

  • 학위수여기관

    昌原大學校

  • 학위구분

    국내석사

  • 학과

    교육학과

  • 지도교수

  • 발행년도

    2002

  • 총페이지

    ii, 80장.

  • 키워드

  • 언어

    kor

  • 원문 URL

    http://www.riss.kr/link?id=T8935869&outLink=K  

  • 초록

    The purpose of the present study were to investigate the use of English learning resources from out-school which the elementary school children are learning English, and to compare its statistical differences of their sex and residental regions. And this study also investigated whether or not using the English learning resources from out-school might affect the degree of learning interest and academic self-efficacy in learning English. Lastly, the relationship between those two features were observed. The subject of this study were 467 from 248 boys and 219 girls elementary schools in 6th-grade. They were randomly extracted from 7 elementary schools in changwon ; 3 schools in urban were 279 and 4 in rural were 188. For the present study, a questionnaire and two scales were used. To investigate the use of English learning resources from out-school, the questionnaire was consisted of what sort of learning resources they used, how long they spent on learning English and how much they were satisfied with their learning resources. The scale to investigate the degree of interest was composed of 6 questions with 5 levels based on the survey employed in the master thesis of Uh-Yung Kim(2000). And the scale also to investigate the academic self-efficacy, the original survey made by Ah-Yung Kim and In-Yung Kim(2001), was modified to make 6th-grade elementary school children understand so that it composed of 10 questions of preference to homework difficulty, 10 of self-control efficacy, 8 of self-confidence, that were total 28 questions with 5 levels. In order to analyze the result, the statistical processing program SPSS was used. The findings of the research were as follows; First, it was possible to divide the English learning resources from out-school into two main categories which were extra-classroom and home-classroom. The extra-classroom resources used frequently were General educational institutions, Drill books, and Private educational institutions. The English leaning resources used in the home-classroom were Tapes, TV programs, and CD's. The time spent on those English learning resources were taken mainly by Private educational institutions which was followed by Talent·Aptitude educations and General educational institutions in order. The children were highly satisfied with each resource. There was sex difference in using the extra-classroom resources. Boys used more Private tutoring. In using the home-classroom resources, girls used more Fairy story books, Tapes and Writing diary than used boys. In terms of the time spent on the English learning resources, boys spent more Private tutoring which belongs to the extra-classroom resources but girls spent more Fairy story books and Writing diary which belongs to the home-classroom resources. There were residental regions differences in using the English learning resources. Children in urban used more Private educational institutions, Group tutoring and Tapes than used in rural. Children in rural used more General educational institutions. In terms of the time spent on the English learning resources was distinctive in Private educational institutions, Group tutoring and Tapes, it was also consumed more in urban. Second, there were differences of the degree of Learning interest in using the English learning resources. They were Private educational institutions, Drill books and Telephone conversation in the extra-classroom resources, however in the home-classroom resources, they were Reading newspaper, Radio programs, Fairy-story books, Tapes and Writing diary. Thus, the degree of Learning interest was higher in the children making use of those learning resources. Furthermore, Private-tutored children had more Learning interests. The degree of Learning interest was low correlated with the number of use of English learning resources and the learning-time. Third, there were differences of academic self-efficacy in using the English learning resources. they were Private educational institutions, Group tutoring and Telephone conversation which belongs to the extra-classroom resources, they were Reading newspaper, Fairy-story books, Tapes and Writing diary which belongs to the home-classroom resources. Thus, the academic self-efficacy was higher in the children making use of those Learning resources. Furthermore, Private-tutored children had more academic self-efficacy. The academic self-efficacy was middle correlated with the number of use of English learning resources but low correlated with the learning-time. Fourth, the degree of learning interest was moderate but the academic self-efficacy was low. The degree of learning interest and the academic self-efficacy was highly correlated.


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