earticle

영어

The purpose of this study is to conduct a meta-analysis of research on the effects of the project method for Elementary and Secondary School Students in order to reveal the effect of the project method and to draw implications for the effective application. For this purpose of the study the followings were raised as the research questions: First, what is the overall average effect size(ES) of project method for Elementary and Secondary school students? Second, what is the average effect size of the learning effects for elementary and secondary school students, which is a dependent variable of project method? Third, what is the average effect size of each mediator variable of project method for Elementary and Secondary school students? The results of this study were as follows: First, the overall mean effect size of project method for Elementary school students appeared to be .641. Thus, it is proven that project method is an effective teaching and learning method that has positive impact. Second, mean effect size of learning attitude was .819 which was the largest among the dependent variables of project method, next the mean effect size of creativity was .790, the mean effect size of self-directed learning ability was .748, the mean effect size of academic achievement was .603, and the mean effect size of problem-solving ability was .469. Third, as for the comparison of the mean effect size differences of moderator variables, the results of the mean effect sizes were examined based on the school level, the number of the participants, the applied period, and the subject type. As a result, the school level, number of the participants, the subject type were found to make significant differences in the effect of project method for Elementary and Secondary school students. However, the effect of project method according to the applied period was not found to have significant differences in the significant probability p< .05. As for the school levels, the mean effect size was as high as .812 in Elementary school, as for the participants, a small number of participants of 1 to 20 showed such a high effect size as 1.097, and as for the type of subject, the integrated subject showed a high effect size of 1.015 and practical arts, .884.

한국어

이 연구의 목적은 초․중등학생을 대상으로 한 프로젝트법의 효과에 관한 연구들에 대해 메타분석을 실시하여, 프로젝트법의 효과를 밝히고 효과적인 적용을 위한 시사점을 도출하는데 있다. 이러한 연구의 목적에 따라 설정된 연구문제는 첫째, 초․중등학생을 대상으로 한 프로젝트법의 전체 평균 효과크기는 어느 정도인가, 둘째, 초․중등학생을 대상으로 한 프로젝트법의 종속변인인 학습효과별 평균 효과크기는 어느 정도인가, 셋째, 초․중등학생을 대상으로 한 프로젝트법의 중재변인별로 평균 효과크기는 어느 정도인가이다. 연구의 결과 첫째, 초․중등학생을 대상으로 한 프로젝트법의 전체 평균 효과크기는 .641로 나타나, 프로젝트법이 긍정적인 영향을 주는 효과적인 방법임을 알 수 있었다. 둘째, 프로젝트법의 종속변인별 평균 효과크기에서 학습태도 평균 효과크기가 .819로 가장 크고, 다음으로 창의성 평균 효과크기가 .790, 자기 주도적 학습력 평균 효과크기가 .748, 학업성취도 평균 효과크기 .603, 그리고 문제해결력 평균 효과크기 .469의 순으로 나타났다. 셋째, 중재변인별 평균 효과크기 차이 비교에서 학교 급별, 참여인원별, 적용기간별, 교과 유형별로 평균 효과크기 결과를 살펴보았다. 그 결과, 초․중등학교 학생들의 프로젝트법의 효과는 학교 급별, 참여인원별, 교과유형별로는 유의미한 차이가 있었으나, 적용기간별 프로젝트법의 효과는 유의확률 p< .05에서 유의미한 차이를 보이지 않았다. 학교 급별은 초등학교에서 .812로 높은 평균 효과크기를 보였고, 참여인원은 1~20명의 적은 인원에서 1.097의 높은 효과크기를 보였으며, 교과유형은 통합교과에서 1.015, 실과에서 .884의 높은 효과크기를 보였다.