보충학습이 수학 학업성취도와 수학 학습태도에 미치는 효과

Abstract

The purpose of this study is how compensatory learning affects students' academic achievement and attitudes toward learning mathematics after conducting a survey of low-level students who were given to take formative evaluation. After the formative evaluation, a compensatory learning was executed to the experimental group, and the comparative group was told just the answers of questions. Examination papers for an academic achievement and a learning attitude about mathematics were used for both groups as an examination method. The results of the test were analyzed as Independent-Samples T Test by using SPSS program.

The following results came out from the research. First, we know that students who took the compensatory learning after the formative evaluation experienced more positive effects in academic achievement of mathematics than students who just simply checked the answers of questions after the formative evaluation. Second, the group which had the compensatory learning after the formative evaluation has more positive effects on the attitude towards learning mathematics than the group which simply checked the answers of questions has. Consequently, it can be concluded that taking a compensatory learning after the formative evaluation seems to have positive effects on the students' academic achievement and attitude towards learning mathematics.