미용현장 중심교육에 맞는 교수방법 및 수업 환경요인과 전공별 교육 만족도의 차이
Teaching methods and class environment factors suitable for field-based beauty education and differences in satisfaction level among majors
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This study was conducted to find out what improvement measures are essential for future beauty education in order to keep pace with the rapidly changing technology of the beauty field. In order to figure out what is necessary for the transition from the previous teaching method and environment to field-based beauty education, I progressed investigation with those who have experienced beauty education curriculum. I used SPCC21.0 for the material analysis and implemented CRONBACH’s a for the reliability verification of the questions. In addition, statistical analysis was conducted according to the research purpose using frequency analysis, chi-care test (), exploratory factor analysis, and ANOVA. As a result, in the beauty field-oriented class teaching method, practical education-oriented classes through pilot (demonstration) learning and mutual practice, and the distribution of class hours were the highest in the first class and theory 3: practical 7 in the class. In addition, more than half of the students regretted the lack of feedback from instructors after class, and they were also dissatisfied with facilities that did not fit beauty field-oriented education and underdeveloped facilities. When looking at each major in field-based beauty education, there were significant differences in 'field-based beauty educational environment', 'the linkage of field-based beauty education curriculum', and 'the appropriateness of field-based beauty education methods'. Makeup majors showed higher levels of field-based beauty education environment rate (M=3.68) than other groups, and skin beauty majors tended to show a higher rate than other groups in terms of "connection of field-based beauty education curriculum" (M=3.40) and "appropriateness of beauty field-oriented education methods" (M=3.91). This study identified what is essential for field-based beauty education, and by improving this, it is believed that it can help students acquire and develop necessary skills in more appropriate fields.
Abstract
This study was conducted to find out what improvement measures are essential for future beauty education in order to keep pace with the rapidly changing technology of the beauty field. In order to figure out what is necessary for the transition from the previous teaching method and environment to field-based beauty education, I progressed investigation with those who have experienced beauty education curriculum. I used SPCC21.0 for the material analysis and implemented CRONBACH’s a for the reliability verification of the questions. In addition, statistical analysis was conducted according to the research purpose using frequency analysis, chi-care test (), exploratory factor analysis, and ANOVA. As a result, in the beauty field-oriented class teaching method, practical education-oriented classes through pilot (demonstration) learning and mutual practice, and the distribution of class hours were the highest in the first class and theory 3: practical 7 in the class. In addition, more than half of the students regretted the lack of feedback from instructors after class, and they were also dissatisfied with facilities that did not fit beauty field-oriented education and underdeveloped facilities. When looking at each major in field-based beauty education, there were significant differences in 'field-based beauty educational environment', 'the linkage of field-based beauty education curriculum', and 'the appropriateness of field-based beauty education methods'. Makeup majors showed higher levels of field-based beauty education environment rate (M=3.68) than other groups, and skin beauty majors tended to show a higher rate than other groups in terms of "connection of field-based beauty education curriculum" (M=3.40) and "appropriateness of beauty field-oriented education methods" (M=3.91). This study identified what is essential for field-based beauty education, and by improving this, it is believed that it can help students acquire and develop necessary skills in more appropriate fields.
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