學習樣式 診斷檢査의 標準化에 관한 硏究

서지정보

ㆍ발행기관 : 한국교육학회 ㆍ수록지정보 : 교육학연구 / 27권 / 1호
ㆍ저자명 : 朴玩熙

목차

Ⅰ. 緖論
Ⅱ. 理論的 背景
Ⅲ. 學習樣式 診斷檢査의 標準化 過程
Ⅳ. 檢査結果의 解釋 및 活用
Ⅴ. 結論 및 提言
參考文獻

영어 초록

1. Purpose
The purpose of this study is to standardize the diagnostic test of learning style inventory which R.S. Dunn, K.J. Dunn and G.E. Price had developed in 1975, 1978, 1984, 1986 to meet the educational conditions of Korea, Specifically, this study seeks to answer the following questions;
1) Does the contents of diagnostic test for learning style vary according to the cultural background?
2) Is the learning style consisted of what kind of factors?
3) Are there significant differences in learning style according to the region, sex, and school level?

2. Method
1) Subjects:
Subjects of Preliminary test consist of 3,192 school boys and girls stratified random sampling primary, middle, high schools) in Pusan, and Kyungnam, and subjects of norm test consist of 6,171 school boys and girls stratifced random sampling through the nation.
2) Tool
To match the Korean educational conditions, the researcher revised and complemented Dunns / Price's LSI(Learning Style Inventory, 1975, 1978, 1984, 1986) to use the researcher-making questionnaire in this study.
3) Item analysis techniques
(1) Split -half reliability, Cronbach a, and Guttman reliability were calculated for item analyses.
(2) Factor analyses were computed for inquiring the structure of learning styles
(3) Split-half reliability, Cronbach's a, Guttman reliability, and validity to academic achievements were calculated per each factor.
(4) Analyses of Variances were executed for significant differences in learning styles according to the each group (region, sex, and school level).
(5) Standard scores (T-score) and % ils as norm were computed per each group (region, sex, and school level).

3. Application of results
The results of this study could be used as follows;
1) To organize of learning groups with more than score 60, score 40 through 60, less than score 40.
2) To select the learning materials and media.
3) To decide the type and method of instruction.
4) To diagnose the individualized teaching program.
5) To research for the cause of the dissatisfaction of academic achievements.
6) To make this study criteria of succeeding research.

4. Conclusion
Firstly, the learning style consists of 17 factors but its contents and numbers differentiate according to the cultural background.
Secondly, there are significant differences in the learning styles according to the region, sex, and school level.
Thirdly, there are many correlation among the factors which composed the learning style.
Fourthly, the succeeding research which revised and complemented this study must be performed in order to match with the Korean cultural background.
Fifthly, the studies on the learning style and the teaching style must co-exist in order to replace the traditional teaching system which the students should adapt to the teachers with the new individualized teaching system which the teachers should adapt to the students.
It is more desirable that standanrdized test should be developed to diagnose the teaching styles.

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