일부 농어촌 지역 대학생의 교수 신뢰도와 학습몰입에 관한 연구 – 경상북도 포항소재 대학교의 재학생을 대상으로 -

Abstract

This study was conducted to examine the importance of teaching credibility that positively affects tertiary level learning by understanding the effect of teaching credibility on learning commitment at universities located in rural areas, and to provide basic data for the development of students' learning commitment. During the study period, a self-written survey was conducted from March to July 2022, and 653 copies were analyzed. Using SPSS/Win 20.0, SPSS/Win 20.0 was used to analyze frequency for general characteristics, t-test and ANOVA for differences in teaching reliability and learning commitment according to general characteristics, multiple regression analysis was conducted to find out the effect of teaching reliability on learning commitment. In terms of gender, women were ranked higher than men in intimacy, and in grade while the third year was higher than first in terms of intimacy. In the last semester's grades, there were significant differences in professionalism, intimacy, and sincerity. In terms of gender, women were placed higher than men in the class environment, there was a significant difference in class environment and class management by year juniors and seniors were higher than freshers and 2nd, 4th, and 3rd year students were higher than 1st year learners in class management. As a result of multiple regression analysis to identify the factors that sub-factors of teaching reliability affect learning commitment, sincerity among sub-variables of teaching reliability was found to have a significant effect, and the higher the sincerity, the higher the learning commitment. All of the factors of professor reliability were statistically related, and among the factors of professor reliability, intimacy, professionalism, and sincerity were found to be significantly related, and the higher the professionalism, intimacy, and sincerity, the higher the learning commitment. Learners directly or indirectly experience the behavioral characteristics of instructors through classes and form interrelationships with instructors. It is believed that the behavioral characteristics of instructors have an indirect mediating effect on learners' learning. Through continuous research on external factors such as teaching environment, learning content, and content that can affect teaching reliability and learning commitment, various ways to improve teaching reliability and learning commitment are needed.