시험치기方略 訓練이 대학생의 시험치기方略 使用과 言語領域成就에 미치는 效果
ⅴ, 107 p.
Test Taking Strategy Test Taking Strategy Training Test Taking Strategy Use Language Achievement College Students;
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The purpose of this study was to investigate the effects of test taking strategy training on test taking strategy use and language achievement in college students. Most of previous studies on test taking strategy training combined test taking strategies with general learning strategies. These mixed approach raised the problems which strategies produce those effects. Therefore, this study focused on test taking strategy itself to separate those mixed effects. In particular the test taking strategy of this study addressed on the processes of test taking activities including pre-, during-, and post-test taking. And the test taking strategies were treated on the multiple choice test. Subjects of this study were 40 college students sampled randomly from one college in Jinju. And 20 students were assigned randomly to the experimental and the control group respectively. The test taking strategy training program was composed of one pretest, eight training sessions, and one posttest. In this experiment a mixed, between subjects, within subjects, design was applied. One between subjects variable was the treatment of program (experiment·control). One within subjects variable was testing time (pre·post). The criterion variables were test taking strategy use and language achievement. The test taking strategy use was composed of four strategies including time management, item analysis, distracter selection, and after test. Main findings of this study were as follows: First, college students who received the test taking strategy training showed the improvement of test taking strategy use including time management, item analysis, distract selection, and after test after the training. This facilitative effect was due to the increasement of knowledges of the test taking strategy Second, college students who received the test taking strategy training showed more improvement of language achievement than those not received such training. And college students who received the test taking strategy training showed the improvement of language achievement after the training. These facilitative effects were due to both the enhancement of motivation for taking test and the active role in studying.