기술교육과 학생들의 입학동기, 전공 및 수업에 대한 만족도

The Admission Motives, the Satisfaction of Major and Lesson of Department of Technology Education Students

이 연구의 목적은 3개 대학교 기술교육과 재학생들을 대상으로 4개 영역(입학 동기, 전공 및 수업에 대한 만족도, 임용시험 준비에 어려운 정도)의 인식에 대한 기초 정보를 제공하는데 있다. 27개 문항의 설문지로 얻어진 277명의 데이터는 SPSS(Ver. 20)프로그램으로 분석하였고, 이 연구의 결론을 요약하면 다음과 같다. 첫째, 기술교육과를 알게 된 경로는 가족과 친척이 44%, 학교 관련이 34.3%였다. 기술교육과 입학 결정은 본인이 80.5%이고 그 다음으로는 가족, 교사의 권유였다. 둘째, 기술교육과 입학 동기로는 교사가 될 가능성이 많아서가 39.7%으로 가장 높고, 교사가 적성에 맞아서(23.8%), 성적에 맞추어서 15.2%, 가족 및 교사의 권유(13.7%)이다. 셋째, 전공 만족도 평균은 3.90이고, 수업에 만족도는 3.86으로 어느 정도 높은 편에 속하였다. 교육학 과목 시험 준비는 전공 시험 준비보다는 약간 더 어려움을 느끼고 있다. 여학생들은 남학생들에 비해 교과 내용에 흥미가 조금 덜하고, 수업에 대한 이해도가 낮음을 보였다. 넷째, 성적 및 학년에 따라서 전공 및 수업에 대한 만족도에 유의한 차이를 보이고 있고, 고학년 학생들은 저학년 학생들보다 전공 및 전공 수업에 대한 만족도가 높았다. 다섯째, 고등학교 졸업 계열별로 전공 만족도는 유의한 차이가 없었다. 그러나 수업 만족도의 ‘이론-실습 중 실습시간 비율 적절하다’, ‘전공 수업의 실험실습장은 충분하다’, ‘교과 내용은 잘 조직되어 있다’와‘전공시험 준비의 어려운 정도’에는 유의한 차이가 있었다. 결론적으로, 학생들의 입학 동기는 타 전공보다 교사 가능성이 높아서이다. 저학년들의 기술 수업에 대한 만족도를 높이기 위해서 교수들은 적절한 교수·학습 방법을 준비해야 할 것이며, 또한 SNS 등을 활용해 기술교육 활동, 기술교육의 중요성 및 필요성에 대하여 적극적인 홍보 대책이 요청된다.

The purpose of this study was to provide basic informations of three universities’ students about their recognition of four areas(admission motives of department of technology education, satisfaction levels of major and lesson, difficult levels of the teacher selection test preparation). The 27 questionnaires were collected by 277 department of technology education students of 3 universities and analyzed by using SPSS(Ver. 20) program. The main results of this study are as follows: First, 43.0% of students were female students. The graduate students from natural sciences at high school were 68.2%. It was shown that 54.5% of students had teacher in their family or their parents. 44% of students were heard about department of technology education by their family and relatives, and 34.3% were heard from secondary school teachers, school senior s, and friends. In the admission decision of the department of technology education, their own thought was first(80.5%), their family, and school teachers went down. Second, the highest admission motive why they chose department of technology education was possibility(39.7%) of becoming a teacher, according to aptitude for teaching jobs was 23.8%, along with the grade was 15.2%, and the recommendation of their family or relatives, and school teachers were 13.7%. Third, it showed that the major satisfaction levels mean(M) were 3.90. It showed that the mean of the lesson satisfaction levels were somewhat higher level(M=3.86). Preparing for education test is slightly more difficult than preparing the major test. The satisfaction levels of female college students were more less than male college students in the subject contents and in the understanding level of the lecture. Fourth, older students were more satisfied in levels of the major and lesson than young students. Therefore, it was considered that the lesson plans to increase the satisfaction levels of the younger students are needed. Fifth, there were not significant differences in the students’ major satisfaction level at the personal dimension depending on their the high school affiliation. But, significant differences were seen in the students’ lesson satisfaction levels by ‘proper ratio of practice-time’, ‘sufficient practice area’, ‘organization level of curriculum’, and ‘difficult level of the major-test preparation’. In conclusion, the admission motive of department of technology education students were high possibility of becoming teachers. In order to increase the students satisfaction levels about major and technology lesson, the professors must be prepared with an appropriate teaching‧learning methods. And more promotion plans about department of technology education in society should be established.