JOURNAL BROWSE
Search
Advanced SearchSearch Tips
The Effect of Grouping on the Basis of Students' Agreeableness in Cooperative Elementary Science Classes
facebook(new window)  Pirnt(new window) E-mail(new window) Excel Download
 Title & Authors
The Effect of Grouping on the Basis of Students' Agreeableness in Cooperative Elementary Science Classes
Kang, Suk-Jin; Seo, A-Young; Kwon, Hyeok-Soon;
  PDF(new window)
 Abstract
In this study, we investigated the effects of grouping with respect to the level of students' agreeableness on 6th graders' science achievement, self-efficacy, and science learning motivation in cooperative learning. Three classes (72 students) from an elementary school were randomly assigned to a control group and treatment groups. An agreeableness test, self-efficacy test, and science learning motivation test were administered as pretests. The students of the treatment groups were grouped either homogeneously or heterogeneously on the basis of their agreeableness levels and were taught with a cooperative learning strategy, whereas the students of the control group were randomly grouped and were taught with a traditional method. The cooperative learning intervention lasted for 5 weeks (16 class periods). After the instructions, tests regarding achievement, self-efficacy, and science learning motivation were administered as posttests. The results indicated that the students of the homogeneous and/or the heterogeneous groups significantly outperformed those of the control group in the achievement test. However, students' achievement was not influenced by the grouping method on the basis of students' agreeableness. No significantly differences among the groups were found in the self-efficacy and science learning motivation.
 Keywords
Cooperative Learning;Agreeableness;Grouping;Achievement;Self-efficacy;Science Learning Motivation;
 Language
Korean
 Cited by
1.
학생들의 집단주의 성향에 따른 협동학습 전략의 효과,고한중;이은진;강석진;

대한화학회지, 2013. vol.57. 3, pp.389-397 crossref(new window)
1.
The Effects of a Cooperative Learning Strategy by Level of Students' Collectivism, Journal of the Korean Chemical Society, 2013, 57, 3, 389  crossref(new windwow)
 References
1.
Driver, R. In Constructivism in education; Steffe, L. P.; Gale, J., Eds.; Lawrence Erlbaum Associates: Hillsdale, 1995

2.
Tobin, K. International Journal of Educational Research. 1997, 27, 303 crossref(new window)

3.
Webb, N. M. Journal of Educational Psychology. 1982, 18, 33

4.
고영남 한국교육학연구. 2002, 10, 239

5.
Good, T. S.; Mulryan, C.; McCaslin, M. In Handbook of research on mathematics teaching and learning; Grouws, D., Ed.; Macmillan: New York, 1992

6.
노태희; 박수연; 임희준; 차정호 한국과학교육학회지. 1998, 18, 61

7.
Webb, N. M. In Learning to cooperative, cooperating to learn; Slavin, R. E.; Sharan, S.; Kagan, S.; Hertz- Lazarowitz, R.; Webb, C.; Schmuck, R., Eds.; Plenum: New York, 1984

8.
De Raad, B.; Schouwenburg, H. C. European Journal of Personality. 1996, 10, 303 crossref(new window)

9.
Barrick, M. R.; Stewart, G. L.; Neubert, M. J.; Mount, G. L. Journal of Applied Psychology. 1998, 83, 377 crossref(new window)

10.
Shaw, M. E. Group dynamics: The psychology of small group behaviour; McGraw-Hill: New York, 1981

11.
Lindly, L. D.; Borgen, F. H. Journal of Vocational Behavior. 1998, 57, 22

12.
한재영; 노태희 한국과학교육학회지. 2002, 22, 499

13.
Neuman, G. A;, Wagner, S. H.; Christiansen, N. D. Group & Organization Management. 1999, 24, 28 crossref(new window)

14.
Jackson, S. E.; Stone, V. K.; Alvarez, E. B. In Research in organizational behavior; Cummings, L. L.; Staw, B. M., Eds.; JAI Press: Greenwich, 1992

15.
한재영 소집단 과학학습에서 유화성에 따른 집단 구성의 교수 효과 및 언어적 상호작용. 서울대학교 박사학위논문, 2003

16.
강석진, 고내영, 고한중 대한화학회지. 2005, 49, 417

17.
Goldberg, L. R. In Personality psychology in Europe; Mervielde, I; Deary, I. J.; De Fruyt, F.; Ostendorf, F., Eds.; Tilburg University Press: Tilburg, The Netherlands, 1999

18.
Pintrich, P. R.; De Groot, E, V. Journal of Educational Psychology. 1990, 82, 33 crossref(new window)

19.
Song. S. The effects of motivationally adaptive computerassisted instruction developed through the ARCS model. Unpublished doctoral dissertation, Florida State University, 1998

20.
Slavin, R. E. Cooperative learning: Theory, research, and practice; Prentice-Hall: Englewood Cliffs, 1995

21.
박종욱; 김수현; 임희준; 노태희 초등과학교육. 1997, 16, 277

22.
임희준; 박수연; 노태희 한국과학교육학회지. 1999, 19, 367

23.
Slavin, R. E. Educational Leadership. 1990, 47, 52.

24.
Zhang, L. Personality and Individual Difference. 2003, 34, 1431 crossref(new window)

25.
유태용; 민병모 한국심리학회지: 산업 및 조직. 2001, 14, 115

26.
Barrick, M. R.; Mount, M. K. Personal Psychology. 1991, 44,1 crossref(new window)

27.
한윤영 5요인 성격특성과 자기조절학습전략이 학업성취 에 미치는 영향. 숙명여자대학교 석사학위논문, 2004

28.
유태용 성격의 5요인과 학업수행간의 관계. 한국 산업 및 조직심리학회 98 연차대회 학술발표논문집, 1998

29.
정갑순 한국심리유형학회. 1999, 6, 121

30.
Bandura, A. Social foundations of thought and action: A social cognitive theory; Prentice-Hall: Englewood Cliffs, 1986

31.
김아영 교육방법연구. 2004, 16, 1

32.
Schunk, D. H. Psychology in the schools. 1985, 22, 208 crossref(new window)

33.
Bandura, A. Educational Psychologist. 1993, 28, 117 crossref(new window)

34.
Ames, C.; Ames, R. Journal of Educational Psychology. 1984, 76, 535 crossref(new window)

35.
Sharan, S.; Shaulov, A. In Cooperative learning: Theory and research; Sharan, S., Ed.; Praeger: New York, 1990

36.
강홍숙; 강만철 아동교육학회지. 2006, 15, 69

37.
Marsh, H. Journal of Educational Psychology. 1989, 81, 417 crossref(new window)

38.
Stipek, D.; Mac Iver, D. Child Development. 1989, 60, 521 crossref(new window)

39.
이은주 초등교육연구. 2000, 14, 47

40.
한재영; 한수진; 노태희 한국과학교육학회지. 2002, 22, 717

41.
송선희; 하대현; 최형주 한국교육학연구. 2004, 10, 125

42.
Diseth. A. European Journal of Personality. 2003, 17, 143 crossref(new window)

43.
Gallagher, D. Personality and Individual Differences. 1996, 21, 421 crossref(new window)

44.
곽영순 한국지구과학회지. 2001, 22, 360

45.
Meece, J. L. In Advances in motivation and achievement; Maehr, M.; Pintrich, P., Eds.; JAI Press: Greenwich, 1991