‌The Study on the Effect of Reading and Debate Class on Undergraduates  Self-leadership and Self-regulated Learning

Kim, Hye Jin; Yeom, Myung Sook

Korean Journal of General Education 2014;8(4):513-540.
Published online August 30, 2014.

‌The Study on the Effect of Reading and Debate Class on Undergraduates Self-leadership and Self-regulated Learning

Hye Jin Kim, Myung Sook Yeom

독서와 토론 교양 수업이 대학생의 셀프리더십과 자기조절 학습능력에 미치는 효과

김혜진, 염명숙

Abstract

The purpose of this study is to probe on the effect of reading discussion class on self-leadership and self-regulated learning. To test the hypotheses of this study, I adopt an experimental research design with pre/post-test on the scales of self-leadership and self-regulated learning using the reading & debate class. The debate types applied in the experimental group are theme-oriented, role-oriented, pyramid, and parliamentary debates. The study proceeded with the method of the technological statistics and calculation of Cronbach s α with the SPSS Win 18.0 program and compared with average, standard deviation, and t-test through previous and post tests. The result of independent-samples t-test supports at the level of p<.05 that the students self-leadership and self-regulated learning competence who had participated in the Reading & Debate classes have been significantly improved compared to the students without experimental treatment. Implications of the study were discussed in depth.

Key Words: reading and debate, self leadership, self regulated learning, undergraduate