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학교유형에 따른 중학생의 체육수업에 대한 태도 및 동기에 관한 연구

Title
학교유형에 따른 중학생의 체육수업에 대한 태도 및 동기에 관한 연구
Authors
권지혜
Issue Date
2001
Department/Major
교육대학원 체육교육전공
Publisher
이화여자대학교 교육대학원
Degree
Master
Abstract
본 연구의 목적은 학교유형(남녀공학:coeducation VS. 남녀별학:single-sex education)에 따라 중학생들의 체육수업 태도(기본적/기술·체력적/심리적/사회적)와 동기(흥미/노력/유능감/긴장감)를 비교 분석하여 체육 수업의 바람직한 운영과 효과적인 수업방법을 개발하는 데 도움이 될 수 있는 기초적 자료를 제공하는 데 있다. 본 연구의 대상은 서울 서대문구에 위치하고 학생들의 거주지가 인접한 3개의 중학교 남녀학생만을 그 대상으로 설정하였다. 남녀공학중학교는 남학생 200명(학년별 50명 이상), 여학생 200명(학년별 50명 이상)으로 설정하였고, 남자중학교는 200명, 여자중학교도 200명으로 전체 800명을 대상으로 하였다. 연구대상 800명 중 설문지에 응답한 학생수는 711명이었으며, 그 중 불성실하게 응답한 자료로 판단되거나 설문내용 중 일부가 누락된 자료 32부는 연구대상에서 제외시켰다. 따라서 통계분석자료는 679부가 사용되었다. 본 연구에서 사용된 도구는 최순자(1998)의 중학교 남녀공학 체육수업 태도 조사 연구에 사용된 질문지와 McAuley 등이 개발하고, 국내에서는 성창훈(1996)과 유 진(1997) 등이 사용한 스포츠 동기 질문지를 체육시간에 맞게 수정한 체육수업 태도와 동기에 대한 설문지 를 사용하였다. 자료분석을 위한 주요 통계기법은 변량분석(two-way ANOVA)을 실시하였으며, 같은 성별내에서 공학과 별학간의 차이를 알아보기 위하여 평균과 표준편차를 구하였다. 이상의 연구방법과 절차를 통하여 분석된 연구결과는 다음과 같다. 1. 체육수업 태도 학교유형에 따른 체육수업 태도에 대한 변량분석 결과 통계적으로 유의한 차이가 있었다. 성별로 볼 때는 남학생이 여학생들 보다 긍정적인 태도를 보였고, 그 중에서 남녀별학 남학생의 태도점수가 가장 높았고, 다음은 남녀공학의 남학생, 남녀별학 여학생, 그리고 남녀공학의 여학생들의 태도점수가 가장 낮게 나타났다. 체육수업 태도의 요인별 결과를 보면, 남학생들의 경우 기본적 태도에는 차이가 없었으며, 기술·체력적/심리적/사회적 요인에서는 남녀공학 학생과 남녀 별학 학생간에 차이를 보였다. 여학생들의 경우에는 기본적/기술·체력적/심리적/사회적 모든 요인에서 남녀공학 학생과 남녀별학 학생간에 큰 차이를 보였다. 2. 체육수업 동기 학교유형에 따른 동기 또한 변량분석 결과 통계적으로 유의한 차이가 있었다. 성별에 있어서는 남학생이 여학생보다 다소 높았으나 큰 차이는 아니었다. 동기에 대한 요인별 결과를 보면, 남학생들의 경우 학교유형에 따른 흥미/노력/유능감/긴장감에서 차이가 없었으나 여학생들은 긴장감을 제외한 흥미/노력/유능감의 요인에서 큰 차이를 나타냈다. 본 연구 결과, 학교유형에 따른 체육수업 태도와 동기는 유의한 차이가 있었으며, 남녀별학의 학생들이 남녀공학의 학생들보다 긍정적의 태도와 동기를 보이는 것으로 나타났다. 따라서, 남녀공학에서의 체육수업을 운영함에 있어서 체육교사들은 수업내용에 합당한 수업방법의 다양화를 도모한다면 보다 효율적인 체육수업을 기대할 수 있을 것이다.; The objective of this study is to provide the basic information that will contribute to developing an ideal physical education class and efficient teaching methods by comparing and analyzing the students attitudes (Attitud/physical/psychological/social) and intrinsic motives (Interest/Competence/Effort/Confidence) toward the athletic classes according to the different types of middle school education (Coeducation and Single-sex education). The population of the research is the male and female students of three middle schools, the residential areas of which are adjacent. The total number of population is 800: For coeducational middle school (CEMS), male students are 200 and female students are 200. (More than 50 per each grade) For single-sex educational middle school (SEMS), each SEMS students are 200. The number of students who answered the question paper is 711 out of 800 students. Because it is apparent that 32 out of 711 students answered the questions insincerely or missed some answers, the data from them should be excluded from the analysis. Therefore, the statistical analysis is based on 679 question papers. The materials applied to this research are two modified question papers to be fit for the physical education classes. One paper is derived from Choi, Sunja s research on CEMS students attitude to athletic class (1998), and the other is the question paper concerning the intrinsic motive of sports that was developed by McAuley and used by Sung, Changhoon (1996) and You, Jin (1997). As main statistical methods, frequency analysis and two-way ANOVA are conducted Scheffe -test is carried out on the cases that show significance after two-way ANOVA. The results are as follows. 1. The Attitudes toward Physical Education Classes. There is statistically significant according to the different types of middle school education (Coeducation and Single-sex education)Male students have more positive attitudes than female students. In view of the attitude score, the order from high score to low score is men s middle school (MMS) students, the male students of CEMS, the women s middle school (WMS) students, and the female students of CEMS. The analysis on the factors of the attitude implies that the attitudes of male students are almost identical everywhere, but there is some difference between CEMS students and those of MMS in physical/psychological/social factors. For female students, there is a considerable difference between CMS and WMS students in all of four factors. 2. Intrinsic Motives As stated above, There is statistically significant according to the different types of middle school education (Coeducation and Single-sex education). Even though male students have slightly higher score than female students, it can be considered insignificant. Through the analysis on the factors of intrinsic motives, it can be inferred that for male students, there is no difference in terms of the factors of interest/effort/competence/tension, but for female counterparts, there is a big difference in the same categories of the factors. The summary of the research illustrates that the attitudes and the intrinsic motives are proved to be considerably different with respect to the types of schools, and SEMS students have more positive attitudes and motives than those of CEMS. As a result, if the teachers of physical education at CEMS develop the diversified teaching methods creatively modified for the individual class activities, their classes will become far more successful. Therefore, here I propose three suggestions. First of all, the re-education program should be established to promote the teachers understanding of coeducational classes and to help them develop various teaching methods. This program can also play an important role in providing the educators with the opportunities for exchanging information and new ideas. Second, the research is required on the male-friendly sports and the female-friendly ones. In other words, when teachers compose the contents of classes, they need to make an effort to maintain balance between the male-initiated athletic activities and those primarily led by female students. At last, the research should be conducted on how the physical education departments at colleges can teach their students about the successful management of classes of mixed education. According to the 7th Scheme of Education (7차 교육 과정), theoretically it is possible to divide mixed classes into single-sex ones depending on the conditions of individual schools and the activities of each class. However, due to administrational and systemic obstacles, the separation of coeducational classes for the physical education is far from readiness. Therefore, based on numerous further researches, the curriculum of physical education departments should include and provide the course for the effective education of mixed classes of coeducational schools.
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