초등학생의 정보통신 활용 능력과 학업성취만족도와의 관계

Abstract

This study investigates whether identifiable links exist between the informational technology utilization skills (ITUS) and academic achievements among elementary school students. For the purpose of the investigation two kinds of questionnaires are developed. One is for identifying elementary school students' ITUS in discrete eleven areas and the other one is for examining their academic achievement. To collect data, students in grades five and six in Kijang-Gun, Busan are recruited and participate for the questions (N=362). From the data analysis several educational indications are drawn. To illustrate specifically, first, the participants possess generally high levels of ITUS. Second, in the preferences of ITUS areas, distinctive gender differences are observed. Especially whereas boys prefer playing computer games the most, girls like to decorate or upgrade their blogs. Third, once a student's high score from one particular area is examined, his or her scores from all the rest of distinct ITUS areas are also shown to be high. Forth, high academic achievers demonstrate a high frequency of ITUS application to the curriculum related areas. Meanwhile students indicate they are low academic achievers exhibit a high frequency of ITUS application to non-curriculum areas rather then to curriculum related areas. Finally, the elementary school students bearing a high level of ITUS are generally satisfied with their academic achievement. In conclusion, therefore, for elementary school students, developing ITUS has positive influence to the advancement of academic achievement.