학습양식 유형, 시험불안과 학업성취도의 관계: 학교 급별 분석

Abstract

The purpose of this study was to investigate the relationships among types of learning styles, test anxiety and academic achievement based on school level and gender. The research questions for this study were established as follows: 1. Is there any difference on the types of learning styles by the school level and the gender? 2. Is there any difference on the test anxiety by the types of learning styles, the school level and the gender? 3. Is there any difference on the academic achievement by the types of learning styles? 4. Is there any difference on the academic achievement by the test anxiety? 685 students from 12 schools were participated in this study to examine the research questions. They were consisted of 225 of 6th grade students in four elementary schools, 232 of 8th grade students in four middle schools, and 228 of 10th grade students in four high schools which are located in the metropolitan city of Gwangju. Cognitive Style Analysis(CSA) developed by Riding and Cheema(1991) and modified by Lee(2003) was used to assess the types of learning styles. Instrument used to measure the test anxiety was Korea Test Anxiety Inventory(K-TAI). TAI was originally developed by Spielberger(1980) and Hwang(1997) modified it for Korean(K-TAI). No tests were given to measure the academic achievement for this study. Instead scores used as index for the academic achievement were given by school authorities. Achievement Test on language, mathematics, social science, and science administered by city office of education was used to measure elementary school academic achievement level. Final examination in the 1st semester of 2005 on language, mathematics, social science, science, and English administered by each school was used to measure middle school academic achievement level. National mock examination on language, mathematics, social science, science, and English was used to measure high school academic achievement level. SPSS WIN 11.5 statistical package was used to analyze the data. Chi-square(χ2) analysis was used to find the difference on the types of learning styles by the school levels and the gender. Three-way ANOVA was used to investigate the difference on the test anxiety by the types of learning styles, the school levels and the gender. One-way ANOVA was used to examine the difference on the academic achievement by the types of learning styles, and on the academic achievement by the test anxiety. Result of research findings were as follows: First, the difference on the types of learning styles by the school levels and the gender was not found. Second, the difference on the test anxiety by the types of learning styles, the school levels and the gender was partially found. Main effects of the school level, the gender, and the types of learning styles, and interaction effects of the school level and the gender, and the school level and the types of learning styles were statistically significant. But, interaction effects of the types of learning styles and the gender, and the school level, the gender and the types of learning styles were not statistically significant. The test anxiety by the school level and the gender was statistically significant. The test anxiety of middle school was higher than that of elementary school, and that of high school was higher than that of middle school. Generally speaking, the test anxiety of female students is higher than that of male students. The test anxiety by the school level and the types of learning styles was statistically significant. It turned out that the level of the test anxiety was different by the types of learning styles and all school levels. The higher the school level is, the higher the test anxiety is. Third, the difference on academic achievement by the types of learning styles was partially found. The difference on the academic achievement by the types of learning styles was statistically significant on all subjects in elementary school. It was also statistically significant on all subjects except English in middle and high school. Fourth, the difference on the academic achievement by the test anxiety was statistically significant. The difference on the academic achievement by the test anxiety was statistically significant on all subjects except mathematics in elementary school. It was statistically significant on all subjects except mathematics and English in middle school. It was also statistically significant on all subjects except English in high school.