ScholarWorks@숙명여자대학교

초록

Objectives The purpose of this study is to compare the effects of worksheet question prompts (facilitating conceptual knowledge vs. facilitating procedural knowledge) in collaborative problem-solving tasks on team’s verbal interaction, academic achievement, and class satisfaction. Methods 53 female undergraduates from universities in the metro area participated in the experiment. For data analysis, opinion mining based on KOSAC and keyword analysis were applied on the transcripts of team activities and group interviews. Criteria for analyzing verbal interactions were divided into polarity (positive, negative, neutral, complex) and types (agreement, argument, judgment, intention, emotion, speculation, and others). In addition, t-test was conducted to compare the mean differences in verbal interaction and academic achievement by group. Results Regarding the verbal interaction, the frequency of using positive expressions was significantly higher in the experimental group using the worksheet for facilitating procedural knowledge(p<.05). However, in terms of academic achievement, the mean difference between groups was not significant for both the pre- and post-scores(p>.05). As the result of keyword analysis on class satisfaction, the top keywords in the experimental group were ‘problem’, ‘lecture’, ‘data’, ‘understanding’, and ‘realistic’, whereas the top keywords in the control group were ‘lecture’, ‘content’, ‘task’, ‘problem’, and ‘application’. Conclusions These findings imply the necessity for ongoing attention to the study of behavioral data generated during the learning process as well as the development of various worksheets to facilitate active interaction among learners.

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