도움소거 전략을 활용한 수학 학습이 학업성취, 인지부하, 자기효능감 및 흥미에 미치는 영향

Abstract

The purpose of this study was to check whether there is a difference in the effect of the strategy of gradually fading the help of the worked examples on the mathematics achievement, cognitive load, self-efficacy and interest of middle school students. In addition, through interviews, we tried to examine students' perception of the faded worked examples strategy. To this end, 269 middle school sophomores were divided into two groups (faded worked examples strategy, example-problem strategy) and provided the task of the unit of application of simultaneous linear equations. The study findings are as follows. First, the faded worked examples strategy was found to have a positive role in increasing students' mathematical achievement. Second, it was found that the faded worked examples strategy did not affect cognitive load, self-efficacy and interest. Third, the preferred method of providing the worked examples was different according to the achievement level of the learner. Finally, for the faded worked examples strategy, high-achieving students perceived that it was helpful in solving the narrative problems, and low-achieving students perceived that it was a clue to problem-solving.