Analysis of Collaborative Learning Style and influence factor in middle school students

The purpose of this study was to examine characteristics of collaborative learning style and influence factor in middle school students. To achieve these purpose, we used Panel data that was collected from ‘A Measurement of Korean Youth Competency and International Competitive Study Ⅱ: ICCS 2016’. By using this data, we have checked indicator variables out to examine the relationship between the factors and the collaborative learning style. The research method that achieve the purpose of this study was latent profile analysis. In this study we set up the factors that influenced the collaborative learning style such as gender, learning adaptability, learning strategy, task management, relationship formation ability, emotional control, academic achievement. As a result, collaborative learning style were classified into four style: active style , general style , passive style , and inactive style . As a factor influencing the learning style, First, female students belonged to more ‘passive style’ than male students. Second, the higher learning adaptability and task management ability, the higher-level collaborative learning style. Third, in most learning styles, the higher learning strategy, the higher-level collaborative learning style. Fourth, the higher relationship formation ability, the higher-level collaborative learning style. Fifth, the higher academic achievement, except for the ‘inactive group’, the higher-level collaborative learning style. This study is meaningful in that collaborative learning style has various forms, and analyzing collaborative learning style can help to design collaborative learning class more systematically.