팀기반 학습을 활용한 플립러닝 수업이 예비유아교사의 성취동기와 협력적 자기효능감, 인지적 학습역량, 전공만족도에 미치는 영향

Abstract

Objectives The purpose of this study is to find out the effects of flipped learning class using team-based learning in early childhood music education class on the achievement motivation, cooperative self-efficacy, cognitive learning competence, and major satisfaction of pre-service early childhood teachers. Methods For this, using SPSS 23.0, we divided the research variables into pre- and post- and distributed the questionnaire to 45 students who took early childhood music education among K University's early childhood education department located in Chungcheongbuk-do. We confirmed the statistical significance in the 95% confidence interval by analyzing with the Paired T-test, which is a method of comparing the paired pre- and post-average data for each study variable. Results These are the main findings. First, the descriptive statistics for each variable, which were achievement motivation, cooperative self-efficacy, cognitive learning competence, and major satisfaction was higher than 3 points and satisfied the normality. In addition, the difference in average scores of research variables before and after flipped learning classes using team-based learning was found to have improved from a minimum of .11 to a maximum of .53. Second, the effects of flipped learning class using team-based learning on achievement motivation was not found to be statistically significant, whereas the effects on cooperative self-efficacy, cognitive learning competence, and major satisfaction were statistically significant. Conclusions The results of this study confirmed the possibility of applying the innovative teaching method as a practical study through the major satisfaction as well as the competence required for pre-service early childhood teachers. It is also meaningful in that it is used as basic data to suggest a direction to competence-based education.