학습동기향상 프로그램이 초등학교 영어 학습부진아의 자기효능감과 학업성취도에 미치는 영향

Abstract

The objective of this research was to seek clarification of the effects of the motivation program on self-efficacy and the achievement of the elementary school underachiever, and we have set the following hypothesis. First, the motivation program will have a significant difference in the self-efficacy of the elementary school underachiever in English. Second, the motivation program will make a positive difference in the academic achievement of the elementary school underachiever in English. To verify this hypotheses set the subjects of this study were 12 underachievers sampled from D Elementary School located in Busan, from 5th to 6th grade. The subjects were chosen from a pool of students who scored below 60% on a diagnostic test. Subjects were randomly assigned to an experimental and control group. We conducted a pre-test and based on the 'learning motivation program' developed by the Korea Institute of Curriculum & Evaluation(2000), the researcher modified and supplemented the program to apply it to the experimental group. The duration of the experiment was 10 sets over a period of five weeks. The length of each set was 50 minutes long. We have used a self-efficacy inventory and an English achievement test as instruments to verify the modified motivation program created earlier. Since the experimental and controlled groups were proven to be similar through the pre-test, we conducted a post-test with MANOVA to verify the hypothesis. The following are the results achieved in this research. First, there was a significant difference between the experimental group and the controlled group in terms of their self-efficacy. From the sub-variables, there was a significant difference in their self-confidence, one's control self-efficacy, their challenges of difficulty and their achievement motivation. Second, there was a significant difference between the experimental group and the controlled group in terms of their achievement in English. From the sub-variables, there was significant difference in reading and listening. According to the results from the research, an application of the motivation program was proven to be effective in the self-efficacy and achievement of the elementary school underachiever in English. Through this research, we have verified the possibility of the motivation program in positively changing the definitive features of the students.