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Journal of the Korean Chemical Society (JKCS)

ISSN 1017-2548(Print)
ISSN 2234-8530(Online)
Volume 52, Number 6
JKCSEZ 52(6)
December 20, 2008 

Comparative Analysis of Chemistry Academic Achievement of 10th Grade Students according to Cognitive Learning Styles.

인지적 학습양식에 따른 10학년 여학생들의 화학성취도 비교
Jin Hee Park, Bong Gon Kim*

박진희, 김봉곤*
학습양식, 화학성취도, 학습 선호유형, 문제유형 , Learning Style, Chemistry Academic Achievement, Learning Preference Type, Question Type
이 연구는 10학년 여학생들을 대상으로 학습양식분포를 조사하여 학습양식에 따른 화학성취도를 비 교 분석하였다. 또한 학습양식에 따른 화학교과 내용영역 및 문항유형별 성취도의 차이도 살펴보았다. 학습양 식은 Kolb의 LSI 검사 결과를 토대로 9가지 양식으로 분류하였다. 본 연구를 수행한 결과 다음과 같은 결론 을 얻었다. 첫째, 10학년 학생들의 학습양식 분포는 적응자와 균형자가 각각 16%로 가장 높은 비율을 차지했 고, 다음으로 남위자, 동위자순이었다. ANOVA 통계분석에서, 화학 성취도는 정보처리 단계의 학습 선호유형 과 유의한 차이를 보였다. 그리고 학습양식은 비모수 통계분석에서, 통계적으로 유의미하게 융합자와 수렴자 가 높은 화학 성취도를 보였고, 북위자 및 균형자가 낮은 성취도를 보였다. 둘째, 내용영역에서는 ‘전해질과 이 온’ 단원의 정답률이 높았고, ‘산-염기’와 ‘반응속도’ 단원의 정답률이 낮았다. 그리고 문제유형에 따른 화학성 취도는 학습자들의 학습 선호와 일치하는 문제유형에서 높은 성취도를 보였다.

The purpose of the this study was to analyse cognitive learning styles, relationships between learning styles and chemistry achievement. Additionally, the relationships between students' learning styles and chemistry achievement score within a subject area, as well as each questions were also discussed. The research investigation was conducted with 10th-grade girls students. Learning styles were divided into nine categories based on the result of Kolb’s LSI. Results of this study were as follows. First, Distribution of nine-types learning styles on the 10th grade girls students was showed that “Accommodators” and “Balanced learner(Balancing)” obtained the highest distribution(16%), followed by “Southerner” and “Easterner”. Using an ANOVA statistical analysis, the researchers reported significant differences between achievement scores and that of learning preference types in the information perceive. Using an Nonparametric statistical analysis, the researchers reported significant differences between achievement score and that of nine types learning styles. “Assimilator” and “Converger” were found to show higher achievement scores, while “Northerner” and “Balancing” were found to show the lowest achievement scores. Second, in respect of subject area, students were good at answering questions related with “Electrolyte and Ion” unit, while they were poor at answering questions related with “Acid & Base” unit and “Reaction Rate” unit. For the achievement by question types, students showed the high achievement in the questions appropriate for their learning preference types.

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