교양 교과목 학습성과에 영향을 미치는 요인 연구－A 대학교 사례를 중심으로

Abstract

The purpose of this study is to provide implications for general education by analyzing the factors influencing learningoutcomes in general education courses. To achieve this, a survey was conducted with 2,042 enrolled students at A NationalUniversity located in Chungnam. For this study, correlation analysis and descriptive statistics, analysis of differences in learningperformance according to students’ background characteristics, and multiple regression analysis of factors affecting learningperformance in general education courses were conducted. The findings are as follows: Firstly, from the results of analyzingthe difference in learning outcomes based on students’ background characteristics, we can see that the first-year studentswere statistically significantly lower in satisfaction than their second and third-year counterparts. Additionally, students fromthe College of Arts showed statistically significant differences in satisfaction compared to those from the College of Education,College of Humanities and Social Science, and College of Engineering. Secondly, the analysis of factors influencing learningoutcomes showed that in the “Course Syllabus Area”, the clarity of learning objectives, in the “Course Content Area” theorganization of course content for achieving learning objectives, and in the “Course Operation Area,” factors such as instructors’adequate preparation, active communication with instructors during lectures, adherence to the weekly course schedule outlinesin the syllabus, and appropriate supplementary sessions significantly predicted learning outcomes in general education courses. Additionally, in the “Student Evaluation Area,” the use of appropriate assessment for teaching methods, as well as providingsuitable feedback on assignments and evaluation results, were significant predictors of learning outcomes. Furthermore, wefound that the clarity of learning objectives in the “Course Syllabus Area” only moderately predicted the understandingof course content. Additionally, factors in the “Course Operation Area” such as active communication with instructors duringlectures, adherence to the weekly course schedule, and appropriate supplementary sessions only moderate predicted knowledgeand skill improvement. However, we also found the appropriateness of notifying the students of any changes in course contentin the “Course Operation Area” not to be statistically significant in predicting knowledge and skill improvement. Basedon the above research findings, it is recommended that instructors emphasize the importance of their role in influencinglearning outcomes in general education courses. Additionally, it is crucial that instructors carefully structure course contentduring the planning phase to align with the achievement of learning objectives. Adequate preparation by instructors, activeengagement with students during lectures, and the implementation of strategies to enhance interaction should be prioritized. Furthermore, the effective utilization of appropriate assessment methods for teaching and providing constructive feedbackon assignments and evaluations is essential. This study also suggested deriving recommendations for assignment criteria,evaluation methods, and feedback mechanisms.