에듀테크 활용 교육의 효과성 분석

Abstract

This study is to analyze the educational effects of the edutech content support project targeting vulnerable students. In particular, it was intended to explore the self-directed learning ability among the effects of the edutech content support project. To analyze the improvement in the self-directed learning ability of the vulnerable students receiving the edutech content support, a pre- and post-test was conducted. The study results are as follows. As a result of group difference analysis of self-directed learning ability, there are statistically significant differences by gender, school, and region in the cognitive and behavioral domains. In the affective domain, there was statistically significant difference by school and region. There was no statistically significant difference in pre-post scores for each domain of self-directed learning ability. However, the mean scores were all high in the posterior test. Suggestions through this are as follows. First, a long-term support project using edutech contents is necessary. Second, it is necessary to provide an active mentor service to complement the emotional aspects of students from the underprivileged beyond learning. Third, it is necessary to support edutech services that include support from mentors or tutors for vulnerable students who do not receive active parental protection or academic support.