Development and Validation of Learning Competencies Scales: Focused on Extra Curricular’s Learning Competencies of CTL

본 연구는 K대학 교수학습개발센터(Center for Teaching & Learning)에서 수행한 비교과 학습역량 선정, 각 역량 잠재변인 설정, 학습역량 측정도구 개발, 측정도구 타당화 내용을 제시한다. 우선, 비교과 학습역량을 선행연구와 전문가 회의를 통해 의사소통역량, 자기주도학습역량, 협동학습역량, 창의융합역량으로 선정하고, 각 역량의 하위 잠재변인을 도출한 후 잠재변인에 적합한 문항을 개발 또는 기존의 문항을 수정 보완하였다. 의사소통역량 잠재변인은 말하기, 읽기, 쓰기, 배려로, 자기주도학습역량 잠재변인은 학습욕구, 학습실행, 학습전략, 학습평가로 구성되었다. 협동학습역량 잠재변인은 과제수행, 의견조정, 상호협력, 학습만족으로, 창의융합역량 잠재변인은 창의적태도와 동기, 창의적 문제발견, 창의적 문제해결, 창의적 연결 및 통합으로 구성되었다. 초기 개발된 문항은 388명의 설문자료를 활용하여 탐색적 요인분석, 문항분석, 신뢰도 분석을 수행한 후 통계적으로 문제가 있는 문항은 제외되었다. 그 결과 최종 측정도구는 의사소통역량 20개 문항, 자기주도학습역량 19개 문항, 협동학습역량 20개 문항, 창의융합역량 21개 문항으로 확정되었다. 최종 측정도구의 구인타당도를 확인하고자 최종 선정된 문항으로 구성된 측정도구를 활용하여 설문조사를 실시하고 총 411명 자료를 수집하여 확인적 요인분석을 실시하였다. 확인적 요인분석 결과에 의하면 본 연구에서 개발한 4개 역량 측정도구 구인타당도가 충족된 것으로 나타났다.

This study presents the development and validation of learning competencies scales for K University CTL(Center for Teaching and Learning). This included selecting learning competencies, setting latent variables for each competency, developing learning competencies scales, and validating learning competencies scales. First, prior research and expert opinion was used to select the following learning competencies for study: Communication competency, self-directed learning competency, cooperative learning competency, and creative convergence competency. Second, latent variables were considered for each competency and new items were developed or existing items were adjusted for each latent variable. The communication competency scale consisted of speaking, reading, writing, and caring latent variables. The self-directed learning competency scale consisted of learning needs, learning practice, learning strategy, and learning evaluation latent variables. The cooperative learning competency scale consisted of task performance, coordination, mutual cooperation, and learning satisfaction latent variables. The creative convergence competency scale consisted of creative attitude and motivation, creative problem discovery, creative problem solving, creative connection and integration latent variables. Initially developed items were analyzed using exploratory factor analysis, item analysis, and reliability analysis based on 388 questionnaires, and statistically problematic items were excluded. As a result, the final scales included 20 items for communication, 19 items for self-directed learning, 20 items for cooperative learning, and 21 items for creative convergence. In addition, confirmatory factor analysis results affirmed the construct validity of the four learning competencies.