수준별 영어 수업에서의 정의적 영역에 대한 효과 분석

• 영문명: An analysis of effects on affective domain in level differentiated English classes
• 발행기관: 한국영어어문교육학회
• 저자명: 윤지여 박옥희
• 간행물 정보: 『영어어문교육』제29권 제3호, 113~133쪽, 전체 21쪽
• 주제분류: 사회과학 > 교육학
• 파일형태: PDF
• 발행일자: 2023.09.30

영문 초록

As a follow-up study for meta-analysis on cognitive domain (Park & Yun, 2019), this study aims to investigate the overall effect on affective domain in level differentiated English classes. The procedure of meta-analysis consists of literature search with criteria for inclusion as well as data analysis including data coding and cleaning. After heterogeneity tests, random-effect model, subgroup analyses, and publication bias are conducted using Comprehensive Meta-Analysis software. Moderators used for subgroup analyses were; affective domains, schools, grades, and teaching methods and periods of level differentiated English classes. The results indicate that affective domain in level differentiated English classes had an overall mean effect size (d = 0.33) showing lower effect size than in cognitive domain (d = 0.74). More specific findings of meta-analysis are as follows: First, grouping factors based on affective domain had medium effects in confidence (d = 0.68), interest (d = 0.57) and participation (d = 0.51). Second, according to grade and to students in elementary school through university, the effects were larger with higher grade elementary school students and high school freshmen students. Third, among teaching methods, affective domain showed a large effect in extra supplementary classes. Lastly, the pedagogical implication and suggestions were further discussed.

목차

Ⅰ. 서론

Ⅱ. 이론적 배경

Ⅲ. 연구 방법

Ⅳ. 연구 결과

Ⅴ. 결론 및 제언

참고문헌

키워드

메타 분석 정의적 영역 수준별 영어 수업 효과 크기 meta-analysis affective domains level differentiated English classes effect size