Journal of Practical Engineering Education (실천공학교육논문지)

Korean Institute for Pratical Engineering Education (한국실천공학교육학회)
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A Study of Educational Performance Utilizing Project-Based Learning: Focused on the 3P Model

프로젝트 기반 학습의 성과 영향 변인 규명 연구: 3P모형을 중심으로

  • Kim, Dongsim (The Graduate School of Education, Hanshin University) ;
  • Jo, Hyunjeong (Techno-HRD Graduate School, KOREATECH) ;
  • Kim, Woocheol (Department of Human Resource Development, KOREATECH)
  • 김동심 (한신대학교 교육대학원) ;
  • 조현정 (한국기술교육대학교 테크노인력개발전문대학원) ;
  • 김우철 (한국기술교육대학교 HRD학과)
  • Received : 2020.10.18
  • Accepted : 2020.11.09
  • Published : 2020.12.01
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Abstract

This study aims to identify the structural relationship between mastery-approach goal orientation, instructor support, problem solving, collaborative skills, and course satisfaction among students who participated in project-based learning. To achieve the purpose of this research, researchers have conducted surveys between June and December in 2019. A total of 283 cases were selected for analysis. According to the study, mastery-approach goal orientation and instructor support have positive effects on problem solving and course satisfaction. Instructor support has positive effects on collaboration skills, and problem solving has positive effects on collaboration skills and course satisfaction. Also, the mediating effect of problem solving in the relationship among mastery-approach goal orientation, instructor support, collaboration skills, and course satisfaction was found to be statistically significant. However, the path between mastery-approach goal orientation and collaboration skills was not statistically significant. Based on these findings, academic and practical implications were suggested.

본 연구는 프로젝트 학습에 참여한 대학생들을 대상으로 숙달접근목표지향성, 교수지원, 문제해결, 협업능력, 과목만족도간 구조적 관계를 규명하고자 하였다. 연구의 목적을 달성하기 위해 2019년 6월과 12월 두 차례에 걸쳐 설문조사를 실시하였고, 총 283부의 응답 결과를 분석에 활용하였다. 연구 결과, 숙달접근목표지향성과 교수지원이 문제해결, 과목만족도에 정(+)의 영향을 미치고, 교수지원은 협업능력에 정(+)의 영향을 미치며, 문제해결이 협업능력과 과목만족도에 정(+)의 영향을 미치는 것으로 확인되었다. 또한 문제해결은 숙달접근목표지향성과 교수지원이 협업능력과 과목만족도에 미치는 영향을 매개하는 것으로 나타났다. 그러나 숙달접근목표지향성과 협업능력 간의 경로는 통계적으로 유의하게 나타나지 않았다. 이와 같은 연구 결과를 바탕으로 학문적·실무적 시사점을 제언하였다.

Keywords

Acknowledgement

이 논문은 2020년도 한국기술교육대학교 교수 교육연구진흥과제 지원에 의하여 연구되었음.

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