교양교육의 팀기반 학습에서 대학생의 팀효능감이 학습참여와 개인 성과에 미치는 영향

• Published in: 교양교육연구 Vol. 17; no. 6; pp. 271 - 281
• Main Authors: 심화영(Hwayoung Sim), 김세현(Sehyun Kim)
• Format: Journal Article
• Language: Korean
• Published: 한국교양교육학회 31.12.2023; The Korean Association of General Education
• Subjects: 학제간연구; university students; 팀효능감; 개인성과; team-based learning; learning engagement; learning outcomes; team efficacy; 팀기반학습; 대학생; 학습참여
• ISSN: 1976-3212; 2714-1101

본 연구는 팀기반학습에서 팀효능감이 학습참여와 개인성과에 미치는 영향을 알아보는데 목적이있다. 이를 위해 C 대학교 교양대학에서 팀기반 학습으로 진행된 교양수업 사례를 분석하였다. 연구의목적을 달성하기 위해 팀기반학습을 경험한 130명의 학습자의 팀효능감, 학습참여, 개인성과의 결과를 분석하였다. 연구 결과, 첫째, 팀효능감, 학습참여, 개인성과의 상관관계를 분석한 결과, 세 변수 간의 차이가 모두 유의미한 정적 상관관계가 있음을 발견하였다. 둘째, 팀기반 학습에서 팀효능감은 학습참여와 개인성과에 긍정적인 영향을 미쳤다. 셋째, 팀기반 학습에서 성별, 계열별로 팀효능감, 학습참여, 개인성과가 차이가 있는지 분석한 결과, 남학생보다 여학생이, 자연⋅공학⋅의학계열보다 인문⋅사회⋅사범계열이 학습참여가 높았으며 통계적으로 유의한 차이가 있음을 알 수 있다. 본 연구결과를 기초하여 팀기반 학습에서 학습자의 참여를 높이고, 개인성과를 극대화하기 위해서는 팀효능감의 형성과개발을 촉진시키기 위한 체계적인 수업설계가 필요함을 시사한다. The purpose of this study is to examine the effects of team efficacy on learning engagement and learning outcomes in team-based learning. For this purpose, we analyzed class cases conducted through team-based learning at C University's College of General Education. To achieve our purpose, the results of team efficacy, learning engagement, and learning outcomes of 130 learners who experienced team-based learning were analyzed. As a result of the study, first, from analyzing the correlation between team efficacy, learning engagement, and learning outcomes, we found that there was a significant positive correlation between the differences among the three variables. Second, in team-based learning, team efficacy had a positive effect on learning engagement and learning outcomes. Third, from analyzing whether there were differences in team efficacy, learning engagement, and learning outcomes by gender and field in team-based learning, we found that female students partook in higher learning engagement than their male counterparts. However, we also found the same statistically significant difference between female and male students in regards to their majors, as the data showed that female students enrolled in the humanities scored higher when it came to their learning engagment, but not as high as male students taking science and engineering courses. Based on the results of this study, we suggest that systematic instructional design is needed to promote the formation and development of team efficacy in order to increase learner engagement in team-based learning and to maximize learning outcomes. KCI Citation Count: 0