In this study, 53 first year students of junior high school in Changnyeong-gun, Gyeongsangnam-do were enrolled in the study. The attitudes of social studies TGT cooperative learning, learning motivation, parental social behavior, and self-esteem were collected Statistical processing of the data was performed using the SPSS Win 7.5 program.
The results of the correlation analysis are as follows to determine the relevance of attitudes and learning motivation to TGT collaborative learning, pro-social behavior, and self-respect, and the relevance of lower elements of each variable.
First, does the attitude toward TGT collaborative learning correlate with the motivation for learning, the behavior of parents and society, and self-esteem?
It has become clear that there is a significant correlation between attitudes toward TGT cooperative learning and learning motivation, pro-social behavior and self-esteem. This means that attitudes toward TGT co-learning are related to learning motivation, pro-social behavior, and self-esteem.
Second, is there a correlation between the attitude of TGT co-learning and the sub-factors of learning motivation, pro-social behavior and self-esteem?
It has been found that voluntary, positive attitudes, and participation in classes, which are lower elements of TGT cooperative learning, are also correlated among factors of learning motivation, pro-social behavior and self-esteem.
In particular, there is a strong correlation between the subcomponents of spontaneous-active attitudes, social skills, acceptance of others and learning motivation, pro-social behaviour, and self-esteem. In other words, it was analyzed that high attitudes toward TGT co-learned learning also led to higher learning motivation, pro-socialism, behavior, and self-esteem.