[논문]비대면 수업에서 간호대학생의 학습몰입, 문제해결능력, 교수-학생 상호작용이 학업성취도에 미치는 영향

최숙희

doi:10.17703/jcct.2023.9.3.271

비대면 수업에서 간호대학생의 학습몰입, 문제해결능력, 교수-학생 상호작용이 학업성취도에 미치는 영향
Effect of Learning Flow and Problem Solving Ability, Professor-student Interaction on Academic Achievement of Nursing Students in Untact Lecture 원문보기

Journal of the convergence on culture technology : JCCT = 문화기술의 융합, v.9 no.3, 2023년, pp.271 - 279

초록
AI-Helper

본 연구는 간호대학생을 대상으로 학습몰입, 문제해결능력, 교수-학생 상호작용이 학업성취도에 미치는 영향을 확인하기 위해 시도되었다. 연구참여자는 B시의 간호대학생 274명을 대상으로 하였다. 자료분석은 SPSS 22.0 프로그램을 이용하여 실수, 백분율, 평균, 표준편차, t-test, ANOVA, 피어슨 상관계수, 위계적 다중회귀분석으로 분석하였다. 대상자의 학업성취도 평균 3.70±0.70점이었고, 일반적 특성에 따른 학업성취도의 차이는 학년(F=4.755, p=.003), 대학생활만족도(F=5.643, p=.004), 전공만족도(F=5.794, p=.003), 코로나-19 적응(F=7.961, p<.001), 비대면 수업환경 만족도(F=18.353, p<.001)에서 유의한 차이를 나타냈다. 대상자의 학업성취도는 학습몰입(r=.649, p<.001), 문제해결능력(r=.333, p<.001) 교수-학생 상호작용(r=.479, p<.001)과 정적상관관계를 나타냈다. 대상자의 학업성취도에 영향을 미치는 요인은 학습몰입(β=.563, p<.001), 교수-학생 상호작용(β=.280, p<.001)으로 나타났고, 설명력은 52.0%로 나타났다. 따라서 비대면 수업에서 간호대학생의 학업성취도를 높이기 위한 전략과 학습몰입과 교수-학생 상호작용을 높일 수있는 환경개선이 필요하다.

Abstract ▼ AI-Helper

The purpose of this study was to investigate the effect of learning flow, problem solving ability, professor-student interaction of academic achievement in nursing students. Data were collected from 274 nursing students in B city and analyzed by t-test, ANOVA, Pearson correlation coefficient, and hierarchial multiple regression using SPSS/WIN 22.0. The degree of academic achievement in nursing students was 3.70±0.70. There were significant differences in academic achievement with grade(F=4.755, p=.003), campus life satisfaction(F=5.643, p=.004), major satisfaction(t=5.794, p=.003), adapting to COVID-19(F=7.961, p<.001), satisfaction to non-face-to-face environment class(F=18.353, p<.001). There was positive correlation between academic achievement and learning flow(r=.649, p<.001), problem solving ability(r=.333, p<.001), professor-student interaction(r=.479, p<.001). The factors affecting academic achievement of the study subjects were learning flow(β=.563, p<.001), professor-student interaction(β=.280, p<.001), with an explanatory power of 52.0%. Therefore, strategies increase the academic achievement of nursing students in untact lecture, and environment improvement to increase learning flow and professor-student interaction are needed.

주제어

표/그림 (5)

표 표 1. 대상자의 일반적 특성 Table 1. General characteristics of the subjects (N=274)
표 표 2. 대상자의 학습몰입, 문제해결능력, 교수-학생 상호작용, 학업성취도의 정도 Table 2. Degree of learning flow, problem solving ability, professor-student interaction, academic achievement (N=274)
표 표 3. 대상자의 일반적 특성에 따른 학업성취도의 차이 Table 3. Difference of academic achievement according to general characteristics (N=274)
표 표 4. 대상자의 학습몰입, 문제해결능력, 교수-학생 상호작용, 학업성취도와의 관계 Table 4. Correlation between learning flow, problem solving ability, professor-student interaction, academic achievement(N=274)
표 표 5. 대상자의 학업성취도에 미치는 영향 Table 5. Affected factors of academic achievement(N=274)

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