학술논문
서울지역 중학교 정보교과의 비대면 수업으로 인한 학습결손 및 학업격차 실태와 개선방안 / Current Status of Learning Deficits and Achievement Gaps due to Middle School Information Technology Virtual Classes, and Improvement Ideas
Document Type
Dissertation/ Thesis
Author
Source
Subject
Language
Korean
Abstract
2019년에 등장한 COVID-19 팬데믹으로 인해 학교에서의 대면수업이 불가능해짐에 따라, 학생들의 학업 지속을 위한 공교육 비대면 원격수업이 시작되었다. 그러나 비대면 원격수업으로는 교실의 정상적인 기능이 가동되지 못한다는 판단 하에 오프라인 수업과 온라인 수업을 병행하는 형태로 진행하게 되었다. 이러한 방식은 수업일수 충족 등 양적 측면을 충족하였다고 볼 수 있으나, 여전히 교육의 질적 측면은 미흡하다는 지적을 받고 있다. 특히, 학습결손과 학업격차의 문제는 세계적 과제로서 미래의 국가 경쟁력에도 큰 영향을 미칠 주요한 이슈라고 할 수 있다. 이에 교육부는 COVID-19 발생 후 형성된 학습결손과 학업격차 문제의 해결을 위해 2020년 국가수준 학업성취도 평가를 실시하고, 이 결과를 통해 중하위권 학생들의 학습결손 및 학력저하에 심각성을 인식하고 종합대책을 마련한 바 있다. 본 연구는 COVID-19로 인해 시행된 중학교 정보교과의 비대면 수업으로 인한 학습결손 및 학업격차에 대한 인식과 문제점을 확인하고, 개선방안을 모색하는 것을 목적으로 한다. 이를 위한 본 논문의 연구방법은 중학교 정보교과 내용과 2015개정 교육과정, 비대면 원격수업, 학습결손과 학업격차 등과 관련한 선행연구를 살펴보고, 현재 COVID-19 상황에서 중학교 비대면 원격수업으로 인한 정보교과의 학습결손과 학업격차의 문제점을 파악하기 위하여 2020년∼2021년 1학기 동안 비대면 원격수업으로 정보수업을 경험한 서울시내 2개 중학교 1∼2학년 학생을 대상으로 설문을 실시하였다. 분석결과 비대면 원격수업으로 인한 정보교과 학습결손에서 성별에 따라서는 남학생(43.8%)과 여학생(41.8%) 모두 ‘보통이다’라고 응답한 비율이 높았으나, ‘전혀 없었음’과 ‘별로 없었음’을 합한 것이 ‘조금 있었음’과 ‘많이 있었음’을 합한 값보다 더 높은 것으로 확인되어 비대면 원격수업에서의 정보교과의 학습결손은 대체로 없는 것으로 인식하고 있었다. 학교에 따른 차이는 A중학교 및 B중학교 학생들 모두 ‘보통이다’라고 응답한 비율이 높았다. A중학교는 ‘전혀 없었음’과 ‘별로 없었음’을 합한 것이 ‘조금 있었음’과 ‘많이 있었음’을 합한 값보다 더 높은 것으로 확인되었고, B중학교는 ‘전혀 없었음’과 ‘별로 없었음’을 합한 것이 ‘조금 있었음’과 ‘많이 있었음’을 합한 값보다 더 낮은 것으로 확인되었다. 학년에 따른 차이를 살펴보면, 1학년 및 2학년 학생들 모두 ‘보통이다’라고 응답한 비율이 높았으며, ‘전혀 없었음’과 ‘별로 없었음’을 합한 것이 ‘조금 있었음’과 ‘많이 있었음’을 합한 값보다 더 높은 것으로 확인되어 비대면 원격수업에서의 정보교과의 학습결손은 대체로 없다고 인식하고 있는 것으로 확인된다. 학업격차에 대해 학생들은 비대면 원격수업보다는 대면수업에서의 흥미, 몰입, 참여, 소통, 자기주도학습, 학습성과, 만족도, 이해도 수준이 높은 것으로 나타났다. 비대면 원격수업에서 정보교과의 학업격차 발생에 대해 성별에 따라서는 남학생(78.7%)과 여학생(74.6%) 모두 학업격차가 발생하지 않았다고 응답한 비율이 가장 높았다(t=.823, p=.0364). 학교에 따라서는 A중학교 학생(77.5%)이 B중학교 학생(75%)에 비해 학업격차가 발생하지 않았다고 응답한 비율이 높았으나, 이는 통계적으로 유의미한 수준은 아니었다. 학년에 따라서는 1학년 학생(80.5%)이 2학년 학생(74.3%)에 비해 학업격차가 발생하지 않았다고 응답한 비율이 높았으나, 이 역시 통계적으로 유의미한 차이는 아닌 것으로 나타났다. 본 연구에서 중학교 비대면 원격수업으로 인한 정보교과의 학습결손과 학업격차의 개선방안은 다음과 같다. 첫째, 정보교과를 배우고 있는 전체 중학생을 대상으로 성취도평가를 통해 자신이 정보교과 수업을 듣고 있는 학생들은 자신의 성적이 어떠한지 객관적인 정보를 알 필요가 있다. 둘째, 정보교사는 순회가 아닌 한 학교에서 근무하는 것으로 정보교과 교육의 질을 높이는 결과를 얻을 수 있다. 셋째, 실습이 중요한 정보교과 특성상 시수를 더 늘이고, 2시간 연속 수업인 블록수업으로 실습의 효과를 높일 필요가 있다. 넷째, 국내 교육 상황에 맞는 LMS(Learning Management System: 학습관리시스템)를 제공하기 위해서는 교사들의 의견을 충분히 반영한 플랫폼을 개발하여 제공할 필요가 있다.
As in-class lessons became impossible in school due to the COVID-19 pandemic that started in 2019, public education began to provide remote virtual lessons to ensure the continuity of learning for students. However, online lessons were combined with offline lessons according to the judgment that non-contact remote lessons alone could not ensure the normal functions of the classroom. This hybrid approach has met the quantity aspect, including the number of school days, but it still lacks in the quality aspect of education. Learning deficits and academic gaps are, in particular, global tasks and will become major issues that will have huge impacts on national competitiveness in the future. The Ministry of Education implemented the academic achievement test at the national level in 2020 to solve the learning deficits and achievement gaps since the outbreak of COVID-19. The test results made the Ministry aware of the severe learning deficits and under-achievement among middle- and lower-level students and helped it come up with comprehensive countermeasures. This study aims to examine the perceptions and issues of learning deficits and achievement gaps due to non-contact lessons in middle school Information Technology classes since the outbreak of COVID-19 and search for improvement ideas. For this purpose, the study reviewed previous studies on the content of middle school Information Technology, the Revised Curriculum of 2015, remote virtual lessons, learning deficits, and achievement gaps. The study also conducted a survey with students in seventh and eighth grade at two middle schools in Seoul based on their experiences with non-contact remote lessons in Information Technology in the first semester of 2020~2021 to figure out the issues of learning deficits and achievement gaps in the subject due to remote virtual lessons in middle school amid the COVID-19 pandemic. The analysis results show that a high percentage of both boys (43.8%) and girls (41.8%) chose "average" for learning deficits in Information Technology due to remote virtual lessons. The addition of "none" and "few" was greater than the addition of "a few" and "a lot," which means that the students found no learning deficits in the subject due to non-contact remote lessons in general. As for differences according to schools, a high percentage of both A and B chose "average." In A, the addition of "none" and "few" was greater than the addition of "a few" and "a lot." In B, the addition of "none" and "few" was less than the addition of "a few" and "a lot." As for differences according to grades, a high percentage of both the seventh and eighth grade chose "average." The addition of "none" and "few" was greater than the addition of "a few" and "a lot," which suggests that the students perceived no learning deficits in Information Technology due to remote virtual lessons in general. As for achievement gaps, the students had a higher level of interest, immersion, participation, communication, self-directed learning, academic achievement, satisfaction, and understanding during in-class lessons than non-contact remote lessons. The study examined the differences in achievement gaps in the subject in remote virtual lessons according to gender and found that a highest percentage of both boys (78.7%) and girls (74.6%) said that there were no achievement gaps (t=.823, p=.0364). A (77.5%) had more students that said there were no achievement gaps than B (75%), but the difference was not statistically significant. The seventh grade (80.5%) had more students that said there were no achievement gaps than the eighth grade (74.3%), but the difference was not statistically significant. Based on these findings, the study proposed the following improvement ideas for learning deficits and achievement gaps in Information Technology due to remote virtual lessons in middle school: First, all middle school students taking Information Technology lessons should have an achievement test and obtain objective information about their scores. Secondly, Information Technology teachers can increase the quality of Information Technology education by staying in a school for a prolonged period rather than changing schools. Thirdly, there should be more lesson hours for the subject in which practical training is important. The effects of practical training should be enhanced with block lessons that continue for two hours in a row. Finally, it is required to develop and provide a platform that fully reflects the opinions of teachers in order to offer a learning management system (LMS) fit for the situations of education in the nation.
As in-class lessons became impossible in school due to the COVID-19 pandemic that started in 2019, public education began to provide remote virtual lessons to ensure the continuity of learning for students. However, online lessons were combined with offline lessons according to the judgment that non-contact remote lessons alone could not ensure the normal functions of the classroom. This hybrid approach has met the quantity aspect, including the number of school days, but it still lacks in the quality aspect of education. Learning deficits and academic gaps are, in particular, global tasks and will become major issues that will have huge impacts on national competitiveness in the future. The Ministry of Education implemented the academic achievement test at the national level in 2020 to solve the learning deficits and achievement gaps since the outbreak of COVID-19. The test results made the Ministry aware of the severe learning deficits and under-achievement among middle- and lower-level students and helped it come up with comprehensive countermeasures. This study aims to examine the perceptions and issues of learning deficits and achievement gaps due to non-contact lessons in middle school Information Technology classes since the outbreak of COVID-19 and search for improvement ideas. For this purpose, the study reviewed previous studies on the content of middle school Information Technology, the Revised Curriculum of 2015, remote virtual lessons, learning deficits, and achievement gaps. The study also conducted a survey with students in seventh and eighth grade at two middle schools in Seoul based on their experiences with non-contact remote lessons in Information Technology in the first semester of 2020~2021 to figure out the issues of learning deficits and achievement gaps in the subject due to remote virtual lessons in middle school amid the COVID-19 pandemic. The analysis results show that a high percentage of both boys (43.8%) and girls (41.8%) chose "average" for learning deficits in Information Technology due to remote virtual lessons. The addition of "none" and "few" was greater than the addition of "a few" and "a lot," which means that the students found no learning deficits in the subject due to non-contact remote lessons in general. As for differences according to schools, a high percentage of both A and B chose "average." In A, the addition of "none" and "few" was greater than the addition of "a few" and "a lot." In B, the addition of "none" and "few" was less than the addition of "a few" and "a lot." As for differences according to grades, a high percentage of both the seventh and eighth grade chose "average." The addition of "none" and "few" was greater than the addition of "a few" and "a lot," which suggests that the students perceived no learning deficits in Information Technology due to remote virtual lessons in general. As for achievement gaps, the students had a higher level of interest, immersion, participation, communication, self-directed learning, academic achievement, satisfaction, and understanding during in-class lessons than non-contact remote lessons. The study examined the differences in achievement gaps in the subject in remote virtual lessons according to gender and found that a highest percentage of both boys (78.7%) and girls (74.6%) said that there were no achievement gaps (t=.823, p=.0364). A (77.5%) had more students that said there were no achievement gaps than B (75%), but the difference was not statistically significant. The seventh grade (80.5%) had more students that said there were no achievement gaps than the eighth grade (74.3%), but the difference was not statistically significant. Based on these findings, the study proposed the following improvement ideas for learning deficits and achievement gaps in Information Technology due to remote virtual lessons in middle school: First, all middle school students taking Information Technology lessons should have an achievement test and obtain objective information about their scores. Secondly, Information Technology teachers can increase the quality of Information Technology education by staying in a school for a prolonged period rather than changing schools. Thirdly, there should be more lesson hours for the subject in which practical training is important. The effects of practical training should be enhanced with block lessons that continue for two hours in a row. Finally, it is required to develop and provide a platform that fully reflects the opinions of teachers in order to offer a learning management system (LMS) fit for the situations of education in the nation.