earticle

영어

The purpose of this study was to examine non-face-to-face class satisfaction and class immersion according to middle school students’ individual characteristics in the COVID-19 situation and to figure out the influence of non-face-to-face class satisfaction upon class flow. The research subjects included 320 students of the middle school where is located in Incheon Metropolitan City. The following are the results that analyzed the collected data based on SPSS 25.0 program. First, middle schoolers were not high in non-face-to-face class satisfaction. By gender, boy students were higher in non-face-to-face class satisfaction than girl students. A difference was not seen by school year and by school record. Second, middle school students were not high in non-face-to-face class immersion. A difference was shown by gender and by school record. In other words, boy students were higher in non-face-to-face class flow than girl students. The higher school record in students led to the higher non-face-to-face class immersion. Third, middle school students’ higher non-face-to-face class satisfaction led to the higher school flow. Finally, the learning outcome and the learning method out of the non-face-to-face class satisfaction had statistically significant positive(+) influence upon class commitment. In light of these findings, it can be known that adolescents’ non-face-to-face class satisfaction has an impact on class immersion and that the higher non-face-to-face class satisfaction leads to the higher class flow.

한국어

본 연구에서는 코로나19 상황에서 중학생들의 개인적 특성에 따라 비대면 수업만족도와 수업몰입을 살펴보고, 비대면 수업만족도가 수업몰입에 미치는 영향을 알아보고자 하였다. 연구대상은 인천광역시 소재 중학교 학생 320명을 대상으로 하였고, 수집된 자료를 SPSS 25.0 프로그램에 의해 분석한 결과는 다음과 같다. 첫째, 중학생들은비대면 수업만족도가 높지 않았으며, 성별로는 남학생이 여학생보다 비대면 수업만족도가 높았고, 학년과 학업성적별로는 차이를 보이지 않았다. 둘째, 중학생들은 비대면수업몰입이 높지 않았으며, 성별과 학업성적에 따라 차이를 보였다. 즉 남학생이 여학생보다 비대면 수업몰입이 높았고, 학업성적이 높은 학생일수록 비대면 수업몰입이 높았다. 셋째, 중학생은 비대면 수업만족도가 높을수록 수업몰입이 높았다. 마지막으로비대면 수업만족도 중 학습결과와 학습방식이 수업몰입에 통계적으로 유의한 정(+)의영향을 미쳤다. 이러한 연구결과를 볼 때, 청소년들의 비대면 수업만족도는 수업몰입에 영향을 미치며, 비대면 수업만족도가 높을수록 수업몰입이 높음을 알 수 있다.