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치기공과 학생의 수업 방해 요인과 수업 만족도와의 관계

원문정보

Relations between class distracting factors and class satisfaction of dental technology students

권순석, 이혜은

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초록

영어

Purpose: This study aimed to explore the relations between class distracting factors and class satisfaction of the dental technology students and then provide a primary data to help further related studies and develop educational programs with which instructors can efficiently manage their classroom. Methods: For this study we have conducted a survey started from the beginning of May 2017 to the end of June. The subjects of the survey were Dental Technology students of D-city, K-city, W-city, selected by random sampling method. The questionnaire was self-administrated and 437 valid results were chosen for our analysis among 450 distributed questionnaires. Results: The results of the research was as follows. Firstly, The overall average point of class distracting factors was 2.5 point. The environmental factors were the highest point as 2.59 and as for the subcategories tiredness and drowsiness was the highest point as 2.76. Secondly, The overall average point of class satisfaction turned out 3,88 point and compliance with class and attitude factors gained the highest point as 4.06. Of the subcategories strict roll checking was the highest point as 4.17. Thirdly, As for class distracting factors from general characteristics a statistical significance was shown as follows; ‘instructor factor’(p<.01), ‘learner factor’(p<.05), ‘total class distracting factor’(p<.05) in the area of gender, ‘environmental factor’(p<.001), ‘total class distracting factor’(p<.01), ‘learner factor’(p<.05), ‘instructor factor’(p<.05) in the area of gender ‘learner factor’(p<.001), ‘instructor factor’(p<.001), ‘environmental factor’(p<.001), ‘total class distracting factor’(p<.01) in the area of class grade, ‘environmental factor’(p<.05) in GPA. Fourthly, A statistical significance, a negative correlation (p<.01) were shown between class distracting factors and class satisfaction. Class distracting factor that especially affects the class satisfaction was instructor factor(p<.001) and the explanatory power of the model turned out 14.7%, which was statistically meaningful (p<.001). Conclusion : Results of this study reveal that instructor factor is the key to class satisfaction of the students. So it is crucial that the instructor faithfully prepare for the class to reinforce the students’ learning. Additionally further studies should be followed with more subjects and newer perspectives to develop innovative teaching methodology.

목차

[Abstract]
 I. 서론
 II. 연구 방법
  1. 연구대상
  2. 연구도구
  3. 자료분석
 Ⅲ. 결과
  1. 일반적 특성
  2. 수업 방해 요인
  3. 수업 만족 요인
  4. 일반적 특성과 수업 방해 요인
  4. 수업 방해 요인과 수업 만족 요인 간의 상관관계
  5. 수업 방해 요인들이 수업만족에 미치는 영향
 Ⅳ. 고찰
 Ⅴ. 결론
 REFERENCES

저자정보

  • 권순석 Soon-Suk Kwon. 경동대학교 치기공학과
  • 이혜은 Hye-Eun Lee. 경동대학교 치기공학과

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