자유학기제 무용수업이 중학생의 자기효능감과 교우관계에 미치는 영향

Abstract

본 연구는 자유학기제 무용수업이 중학생의 자기효능감과 교우관계에 미치는 영향을 조사하기 위하여 서울시 소재의 자유학기제 무용수업을 시행하는 강서구 Y중학교 1학년 120명 학생들과 자유학기제 무용수업을 시행하지 않는 강동구 K중학교 1학년 120명 학생들을 연구대상으로 선정하였다. 연구대상의 자기효능감과 교우관계에 차이점을 측정하기 위한 도구로 설문지를 사용하였다. 설문지 문항은 개인적 특성 2문항과 자기효능감 20문항 교우관계 19문항 총 41문항으로 구성하였으며, 척도의 신뢰도를 검사하기 위해 Cronbach's α를 산출하였다. 회수된 설문지 중 강서구 Y학교 총 120부 중 불성실한 응답 및 중복되는 답안지 12부를 제외한 총 108부를 표본으로 최종분석에 사용하였고, 무용수업을 실행하지 않는 강동구 K중학교 총 120부 중 불성실한 응답 및 중복되는 답안지 8부를 제외한 총 112부가 최종분석에 사용되었다. 중학교 자유학기제 무용수업이 자기효능감과 교우관계에 미치는 영향을 살펴보기 위해 독립표본 t검정 방식으로 통계분석 하였고, 그 결과 다음과 같은 결론을 도출하였다. 첫째, 무용수업 참여 집단이 비참여 집단보다 자기효능감의 모든 하위영역에서 통계적으로 유의하게 나타났으며, 특히 자기효능감의 하위영역 중 자기조절 효능감 영역이 통계적으로 가장 유의하게 높게 나타났다. 둘째, 무용수업 참여 집단이 비참여 집단보다 교우관계의 모든 하위영역에서 통계적으로 유의하게 나타났다. 특히 교우관계의 하위영역 중 친구의 유무와 신뢰도 영역이 통계적으로 가장 유의하게 높게 나타났다. 이와 같은 결과를 토대로 청소년기의 무용수업에 중요성을 인지시키고, 자유학기제 무용수업과 진로교과를 연계시킬 수 있는 프로그램의 개발과 연구가 진행되기를 바라며, 또 자유학기제 목적의 중점에서 무용수업 연구가 지속적으로 이루어진다면 머지않아 중학교 무용수업이 활성화 될 것으로 사료된다.|The objective of present study is to figure out the effects on the middle school student's self-efficiency and social relationship which comes from implementation of the dance class under the free-semester system. For this study, we established the theoretical background of middle school student’s personal trait, self-efficiency, social relationship, dance education and career education. And we examined previously reported studies which were related to these themes. Participants of this experiment consisted of two groups. One group were 120 first-year students from Y middle school located in Gangseo-gu. They took dance class under free-semester system. The other group included 120 first-year students of K middle school, which is located in the Gangdong-gu, and they didn’t take the dance class. We used questionnaire technique to investigate the differences in the level of self- efficiency and social relationship between two groups. Each of the questionnaires included 2 questions about personal traits, 20 questions about self-efficiency, and 19 questions about social relationship. So in one questionnaire, there were 41 questions. To ensure the credibility of measurement unit, we calculated Cronbach's a. Among returned 120 questionnaires from Y middle school students, we excluded 12 questionnaire which have insincere or overlapping responses. Therefore, 108 questionnaires were left as a final sample for analysis. The questionnaires from 120 K middle school students, who did not implement dance education, also went through this procedure. And likewise, among 120 questionnaire 8 ones were excluded because they were deemed to be insincere or overlapping. So remaining 108 questionnaire were used for final analysis. To figure out the effect of dance education, which is implemented in the free semester system, on the student's self-efficiency and social relationship, we used t-test method with independent sample in the statistical analysis. From this analysis, we were able to draw some conclusions. First of all, the group participated in the dance education showed higher level of self-efficiency in every aspects of it's subordinate concepts. Especially in self- regulated efficiency, which is subordinate concept of self-efficiency, this group recorded significantly higher performance. Second, the group took dance class also recorded better performance than the other group in the every aspects of social relationship. This was statistically significant difference. Especially in the aspects of friendship and credibility, which are subordinate concepts of social relationship, this group showed most significantly prominent advantage against the other group. From these ground, i believe it is safe to say that we need not only to emphasize enormous influence of dance education on the teenage students, but also to develop programs which can coordinate dance class and career class. We should also investigate the appropriate number and time for sessions of these programs and confirm the effectiveness of these program in the follow-up study.; The objective of present study is to figure out the effects on the middle school student's self-efficiency and social relationship which comes from implementation of the dance class under the free-semester system. For this study, we established the theoretical background of middle school student’s personal trait, self-efficiency, social relationship, dance education and career education. And we examined previously reported studies which were related to these themes. Participants of this experiment consisted of two groups. One group were 120 first-year students from Y middle school located in Gangseo-gu. They took dance class under free-semester system. The other group included 120 first-year students of K middle school, which is located in the Gangdong-gu, and they didn’t take the dance class. We used questionnaire technique to investigate the differences in the level of self- efficiency and social relationship between two groups. Each of the questionnaires included 2 questions about personal traits, 20 questions about self-efficiency, and 19 questions about social relationship. So in one questionnaire, there were 41 questions. To ensure the credibility of measurement unit, we calculated Cronbach's a. Among returned 120 questionnaires from Y middle school students, we excluded 12 questionnaire which have insincere or overlapping responses. Therefore, 108 questionnaires were left as a final sample for analysis. The questionnaires from 120 K middle school students, who did not implement dance education, also went through this procedure. And likewise, among 120 questionnaire 8 ones were excluded because they were deemed to be insincere or overlapping. So remaining 108 questionnaire were used for final analysis. To figure out the effect of dance education, which is implemented in the free semester system, on the student's self-efficiency and social relationship, we used t-test method with independent sample in the statistical analysis. From this analysis, we were able to draw some conclusions. First of all, the group participated in the dance education showed higher level of self-efficiency in every aspects of it's subordinate concepts. Especially in self- regulated efficiency, which is subordinate concept of self-efficiency, this group recorded significantly higher performance. Second, the group took dance class also recorded better performance than the other group in the every aspects of social relationship. This was statistically significant difference. Especially in the aspects of friendship and credibility, which are subordinate concepts of social relationship, this group showed most significantly prominent advantage against the other group. From these ground, i believe it is safe to say that we need not only to emphasize enormous influence of dance education on the teenage students, but also to develop programs which can coordinate dance class and career class. We should also investigate the appropriate number and time for sessions of these programs and confirm the effectiveness of these program in the follow-up study.