AHP 기법을 활용한 중학교 컴퓨터 교육 개선을 위한 우선순위 연구

Abstract

The purpose of this study is to prioritize tasks to improve middle school computer education. To this end, necessary elements were derived from previous studies and the importance and priority of the improvement elements from the perspective of upper and lower aspects. For priority research, the Analytic Hierarchy Process (AHP), which is widely used as an objective decision-making method in various areas, was used. After deriving factors for improving computer education through literature review first, the researchers reconstructed some factors to suit the purpose of the study by reflecting expert opinions for computer education improvement. In addition, the opinions of experts were collected and categorized into the factors such as teacher’s aspects, textbook and software aspects, curriculum and education contents aspects, operational aspects, and policy aspects. The second layer is composed of sub-factors of each major factor in the first layer and a total of 20 evaluation indicators are found. Then the final model was confirmed after composing detailed elements for each factor. The survey was conducted on a total of 50 middle school teachers from August 15 to September 30, 2020, and 50 copies of survey responses were collected. 42 answers were used in the final analysis excluding 8 answers with low consistency and reliability. As a research analysis, priority was determined through Expert choice 11 analysis, and the main results are as follows. First, the priority among the five top factors was found in the order of policy side, teacher side, operational side, curriculum and content side, and textbooks and software side. Second, the subfactors under the teacher's aspects were organized in the order of composition of lecture plans to induce interest in the subject, reinforcement of education to use computers correctly, guidance to reduce gaming time and engage in healthy leisure activities, and the identification of computer addiction. Third, looking at the sub-factors in terms of textbooks and software by priority, they were in the order of development of textbooks and learning tools tailored to users, provision of textbooks to conduct level-specific education, strengthening the development and dissemination of educational software, and dissemination of various multimedia learning materials such as digital textbooks and electronic textbooks. Fourth, when looking at the sub-factors in terms of curriculum and educational content by priority, they were in the order of practice-oriented education, reinforcement of connection of learning content by grade, reinforcement of classes by level, and reinforcement of the curriculum for obtaining certification. Fifth, when looking at the sub-factors in the operational aspects by priority, it was found in the order of securing enough time for classes more than a certain threshold, improving facilities and equipment, lightening the burden of teachers’ workload, and securing computer maintenance personnel. Sixth, looking at the sub-factors in the policy aspects by priority, it was found to be in the order of strengthening support for the development of textbooks and learning tools, revising the curriculum from 2 years to 3 years, introducing programs from private training institutes, and expanding training opportunities for non-major students. Lastly, when looking at the results of the final comprehensive priority, the first and second places were taken by the reinforcement of support for the development of textbooks and learning tools and the curriculum revision from two years to three years, which fall under the policy aspects. The 3rd and the 4th places were taken by the composition of lecture plans to induce interest and strengthening computer education so that they can utilize computers from the teachers’ aspects. This study is meaningful in that it derived the priority that the previous studies have not presented to improve computer education in middle schools. It can also be said to be meaningful in that it suggested a way to maximize the middle school computer classes.