ARCS전략에 따른 기업교육 체험프로그램이 대학생의 진로결정 및 학습동기에 미치는영향

Abstract

Lately, college students have a tendency to postpone their career decision making by delaying their graduation, and the results of career counseling also show that there occurs a career undecidedness phenomenon. The purpose of this study was to examine how a corporate-education experience program affected the career decision making and learning motivation of students whose major was related to corporate education. The research questions were posed as follows: 1. Is there any gap in career decision making between a group that participates in a corporate-education experience program based on ARCS strategy and the other that receives typical teacher-led instructions? 1-1. Is there any gap in general career decision making between a group that participates in a corporate-education experience program based on ARCS strategy and the other that receives typical teacher-led instructions? 1-2. Is there any gap between a group that participates in a corporate-education experience program based on ARCS strategy and the other that receives typical teacher-led instructions in deciding on being as a corporate educator? 2. Is there any gap in learning motivation between a group that participates in a corporate-education experience program based on ARCS strategy and the other that receives typical teacher-led instructions? 2-1. Is there any gap in attention between a group that participates in a corporate-education experience program based on ARCS strategy and the other that receives typical teacher-led instructions? 2-2. Is there any gap in relevance between a group that participates in a corporate-education experience program based on ARCS strategy and the other that receives typical teacher-led instructions? 2-3. Is there any gap in confidence between a group that participates in a corporate-education experience program based on ARCS strategy and the other that receives typical teacher-led instructions? 2-4. Is there any gap in satisfaction between a group that participates in a corporate-education experience program based on ARCS strategy and the other that receives typical teacher-led instructions? The subjects in this study were juniors and sophomores who majored in educational engineering in E university in Seoul. Their major seemed to be bound up with corporate education. The juniors were selected as an experimental group, and the sophomores were selected as a control group, as it's not quite possible to make up the control group with students who were in the same academic year as the experimental group students. The experimental group took eight lessons for an eight-week period of time by using a corporate-education experience program grounded in ARCS strategy, and the control group took lessons related to corporate education. The major findings of the study were as below: First, there was a statistically significant gap in general career decision making between the group that took part in the corporate-education experience program based on ARCS strategy and the other that took typical teacher-led lessons(t(68)=2.61, p<.05). Second, no statistically significant gap existed between the group that was exposed to the corporate-education experience program based on ARCS strategy and the other that received typical teacher-led instructions in deciding on being a corporate educator(t(68)=-.68, p>.05). Third, the attention of the group that participated in the corporate- education experience program grounded in ARCS strategy was statistically significantly different from that of the group that received typical teacher-led instructions(t(68)=8.14, p<.05). Fourth, the relevance of the group that took part in the corporate- education experience program grounded in ARCS strategy statistically significantly differed from that of the group that received typical teacher-led instructions(t(69)=4.54, p<.05). Fifth, the group that participated in the corporate-education experience program grounded in ARCS strategy was statistically significantly different in confidence from the group that took typical teacher-led lessons(t(68)=5.18, p<.05). Sixth, there was a statistically significant gap in satisfaction between the group that took part in the corporate-education experience program based on ARCS strategy and the other that took typical teacher-led instructions(t(68)=7.87, p<.05). Given the findings about all the four subordinate factors of learning motivation, the group that took part in the corporate-education experience program grounded in ARCS strategy was statistically significantly different in learning motivation from the group that received typical teacher-led instructions(t(76)=8.14, p<.05). The findings of the study made the following suggestions: First, in terms of career guidance intended for students whose major is related to corporate education, the corporate-education experience program could provide an opportunity for them to make a career exploration. Second, the corporate-education experience program that was grounded in Keller's ARCS strategy served to heighten the learning motivation of the students, and that lends credibility to the applicability of it in class.;최근 우리나라 대학생들 사이에서 졸업을 미루는 진로유예현상이 나타나고 있다. 이러한 대학생의 진로미결정 상태는 학생들의 진로상담에 대한 요구에서도 반영 되고 있다(서울대학교 학생생활연구소, 1993). 본 연구의 목적은 기업교육 관련학과 학생들에게 기업교육 체험프로그램을 제공함으로써, 진로결정과 학습동기에 미치는 영향을 분석하는 것이다. 특히 진로가 개인 생애에 있어 일과 관련된 태도, 동기, 행동 등이라 볼 때 진로를 결정하기 위한 체험프로그램은 진로탐색 및 진로준비행동이라고 할 수 있다. 이러한 진로관련 체험프로그램은 학습자들에게 동기를 부여할 수 있도록 설계되어야 한다. 학습자의 동기 없이는 학습이 발생할 수 없기 때문이다(송상호, 1999). Herdon (1987)에 의하면 학습자의 흥미로 학업수행에 효과를 가져왔으며, 성취수준에도 영향을 주고 있다고 보고하고 있다. 학습동기를 향상시키기 위한 수업전략을 가장 종합적이고 체계적으로 제시하고 있는 모형이 Keller의 ARCS모형이다. 따라서 본 연구에서는 ARCS전략에 따른 기업교육 체험프로그램이 대학생의 진로결정과 학습동기에 어떠한 영향을 주는지 알아보기 위하여 다음과 같은 연구문제를 설정하였다. 1. ARCS 전략에 따른 기업교육 체험프로그램을 적용한 집단과 교사주도의 전 통적인 수업을 적용한 집단의 진로결정에 차이가 있는가? 1-1. ARCS 전략에 따른 기업교육 체험프로그램을 적용한 집단의 일반적인 진로결정과 교사주도의 전통적인 수업을 적용한 집단의 일반적인 진로결정에 차이가 있는가? 1-2. ARCS 전략에 따른 기업교육 체험프로그램을 적용한 집단의 기업교육 진로결정과 교사주도의 전통적인 수업을 적용한 집단의 기업교육 진로결정에 차이가 있는가? 2. ARCS 전략에 따른 기업교육 체험프로그램을 적용한 집단과 교사주도의 전통적인 수업을 적용한 집단의 학습동기에 차이가 있는가? 2-1. ARCS 전략에 따른 기업교육 체험프로그램을 적용한 집단의 주의집중 영역과 교사주도의 전통적인 수업을 적용한 집단의 주의집중 영역에 차이가 있는가? 2-2 ARCS 전략에 따른 기업교육 체험프로그램을 적용한 집단의 관련성 영역과 교사주도의 전통적인 수업을 적용한 집단의 관련성 영역에 차이가 있는가? 2-3. ARCS 전략에 따른 기업교육 체험프로그램을 적용한 집단의 자신감 영역과 교사주도의 전통적인 수업을 적용한 집단의 자신감 영역에 차이가 있는가? 2-4. ARCS 전략에 따른 기업교육 체험프로그램을 적용한 집단의 만족감 영역과 교사주도의 전통적인 수업을 적용한 집단의 만족감 영역에 차이가 있는가?