전일제와 정일제 계발활동 참여만족이 학업성과에 미치는 영향

Abstract

The 7th National Curriculum is charhcterized for creative learner-centered curriculum. The goals are to promote the well-balanced dalanced development of the mind and body and to offer opportunities for the students to discover their potentials on their own. It is established various personal equation of students and help to learning positive and self controled as students selecting subjects according to their aptitude. Therefore, it will have to offer many chances and conditions of various experience to train the balanced both bodies and minds, and formate preferable cofigurative to the youth having distinctive individuality. The present study purposed to analyze the effects of satisfaction with participation in full-time and fixed time development activity classes, which are executed in middle schools at their discretion, on students’ academic achievement, aiming at efficient physical education development activities at middle school. For this purpose, this study distributed 320 questionnaires to students participating in physical education development activities, who were from Y Middle School (Buk-gu, Gwangju) that was executing full-time development activities and U Middle School (Dong-gu, Gwangju) that was executing fixed-time development activities, and recovered 312. With the exception of 3 that were not answered properly, a total of 309 questionnaires (156 from full-time school and 153 from fixed-time school) were included in final analysis. Such statistical analysis techniques as reliability analysis, t-test, crosstabs analysis, one way ANOVA and factor analysis were used to analyze data using the SPSS 10.0 version program. The results of this study are as follows. First, significant differences were observed in all variables between the full-time school and fixed-time school in health physical education development activities. Second, it is found that there is a significant difference in physical satisfaction and academic achievement out of operational factor and participation satisfaction from the environmental factors of middle school students' health physical education development activities according to their sexual difference. Third, the operational factor of health physical education development activities had a positive effect on psychological satisfaction and the facility factor on environmental and social satisfaction in the full-time school, while the operational factor had a positive effect on psychological, physical and social satisfaction and facility factor on environmental satisfaction in the fixed-time school. Fourth,middle school students’ participation in health physical education development activities had a positive effect on participatory satisfaction in both the full-time and fixed-time school. Fifth, with regard to the effect of middle school students’ participatory satisfaction with health physical education development activities on their general academic achievement, psychological satisfaction had a positive effect on their general academic achievement in the full-time school, while all of psychological, physical, environmental and social satisfaction had a significant effect on general academic achievement in the fixed-time school.