정보교과의 프로그래밍에 대한 인식이 교육만족도에 미치는 영향

Abstract

The purpose of this study is to investigate the effect of the “problem solving and programming” area of information subject on perception and satisfaction for middle school students. To this end, an online survey was conducted on 520 middle school students in Gwangju from September 7 to September 18. Excluding the questionnaire that was not suitable for analysis, 472 copies were used as final analysis data. After data collection, frequency analysis, exploratory factor analysis, correlation analysis, variance analysis, t-test, and multiple regression analysis were investigated. The findings of the study are as follows: First, the perception of students who received programming education was analyzed according to individual characteristics such as gender and grade. In addition, the perceptions resulting from differences in education period and number of classes were compared. Second, it can be seen that the satisfaction of students who received programming education is influenced by the difference in the amount of instruction. The highest satisfaction with the educational content of the first grader is evidence that education is improving, and improvement in areas of dissatisfaction is also required. Third, the difference in perception about the program had an effect on the class satisfaction. Overall, the higher the level of recognition, the higher the level of satisfaction, but students with a very high level of recognition tended to be less satisfied with class. This seems to be due to the perception that the content of the class is insufficient. The purpose of this study is to improve the quality of classes by grasping the relationship between perception and satisfaction in programming classes, and to present tasks for this. It is important to improve dissatisfaction and maintain policy coherence in order to give better classes to students in the future.