한국대학에서 Keller Plan 적용가능성에 관한 연구

목차

Ⅰ. 서 론
Ⅱ. 이론적 배경
Ⅲ. 연구가설
Ⅳ. 연구방법
Ⅴ. 결과 및 해석

본문내용

itiator was based on the introductory German course textbook for general education.
The experiment classroom the was distributed by initial 10 minutes lecture and following 40 minutes individual learning activities as study guide indicate. During the individual study period, the students were grouped into 3 or 4 students of small group. The student proctor of each small group was not specified but a high achieving student acted as a group leader.
Instrument used to determine the effetieveness was developed by the investigators for mid-term and final examination, and questionnair not validated by external authorities. Test items of mid-term and final exams were constructed based on the instructional objecteves.
The results of this study were as follows :
The first, the difference in academic achievement between two groups was not apparent. Although statistically no score diference was found, diference between two groups appeared to be from 8.26 at the pretest to 6.20 at posttest in which the score of control group was increased at 2.06 at post test compared to the score of Keller Plan group.
The second, the difference in withdrow rate and absent rate between two groups were found in which the withdraw rate and absent rate of Keller Plan students were lower than the control group, Therefore, the students of experimental group has more actively participated in the class activties than the control group did.
The third, attitude toward the Keller Plan model appeared to be positive than traditional lecture methed reflected by Keller Plan students.
This study concluded that Keller Plan model can be applicable to the Korean university students and would be effective.
The reasons that no difference in academic achievement between two groups can be explained as follws :
Firstly, both instructor and students have not accustomed to the Keller Plan while they have rather accustomed to traditional lecture method .
Secondly, programs developed by Keller Plan in this study might not have been appropriate because the effectiveness of foreign languge was not apparent. The results of previous study showed that the degree of academic acheievement by Keller Plan appeared to be higher in such content areas as mathematics, engineering and psychology. No research result with language and foreign language course was found. Most of effectiveness studies were reported in the content areas such as physics, biology, math, engineering, psychology and social science course.
Thirdly, treatment and measuring instrument used in this study might not have been appropriate because instructor and researcher might not be familar and accustomed to the Keller Plan in using student proctors and self-pacing approach. No standardized measuring instrument for the German language was not found in Korea. This study should have used the standardized German language test developed by institutions such as ETS and others.
Lastly, the further study should be recommended to validate this result.

키워드

한국대학,   Keller Pla