한국어교육학 전공 학부생의 자기주도학습 준비도와 학업성취도의 관계 분석 -이론과 실습 과목에 따른 차이를 중심으로-
Correlation Analysis of Readiness to Self-Directed Learning and Academic Achievement: a Focus on the Difference between Theory and Practical Classes of Korean as a Second Language Education Major Students.
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This study aims to analyze the relationship between the characteristics and the factor structure of the readiness for self-directed learning and academic achievement among undergraduate students of Korean as a second language education major. In particular, this paper looks at the relationship between readiness for self-directed learning and academic achievement in theory classes and the practicum, which are essential requirements to obtain the certification as a teacher of Korean as a second language. Thirty-two students enrolled in Korean as a second language education classes at the Department of Korean Language and Literature of a four-year Korean university participated in this study. The forty items of the scale developed by Fisher, King, and Tague (2001) were used to measure the readiness for self-directed learning. The results show an average of 3.27 for readiness for self-directed learning, with the factors with the highest average being in order desire for learning, self-control, and self-management (RQ1). The correlation between readiness for self-directed learning and the individual scale items and factors shows a positive correlation with 19 items and three sub-factors (RQ2). Lastly, the analysis of the relationship between readiness for self-directed learning and academic achievement also shows a positive correlation. In particular, the correlation between the practicum and the readiness for self-directed learning is higher (RQ3). The meaning of this study is to show that student readiness for self-directed learning is positive (higher than 3 points) and that students with a high level of readiness for self-directed learning have a higher academic achievement in the practicum.
Abstract
This study aims to analyze the relationship between the characteristics and the factor structure of the readiness for self-directed learning and academic achievement among undergraduate students of Korean as a second language education major. In particular, this paper looks at the relationship between readiness for self-directed learning and academic achievement in theory classes and the practicum, which are essential requirements to obtain the certification as a teacher of Korean as a second language. Thirty-two students enrolled in Korean as a second language education classes at the Department of Korean Language and Literature of a four-year Korean university participated in this study. The forty items of the scale developed by Fisher, King, and Tague (2001) were used to measure the readiness for self-directed learning. The results show an average of 3.27 for readiness for self-directed learning, with the factors with the highest average being in order desire for learning, self-control, and self-management (RQ1). The correlation between readiness for self-directed learning and the individual scale items and factors shows a positive correlation with 19 items and three sub-factors (RQ2). Lastly, the analysis of the relationship between readiness for self-directed learning and academic achievement also shows a positive correlation. In particular, the correlation between the practicum and the readiness for self-directed learning is higher (RQ3). The meaning of this study is to show that student readiness for self-directed learning is positive (higher than 3 points) and that students with a high level of readiness for self-directed learning have a higher academic achievement in the practicum.
참고문헌 (24)
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