자유학기제 음악프로그램이 중학생의 진로성숙도에 미치는 영향

Abstract

본 연구의 목적은 자유학기제 음악프로그램이 중학생의 진로성숙도에 미치는 영향을 알아보는데 있다. 이 연구를 위해 자유학기제와 진로성숙도의 이론적 배경을 정립하고, 이와 관련된 국･내외 문헌을 통한 선행연구를 고찰하였다. 연구대상은 서울시 소재의 자유학기제를 시행하는 K중학교 1학년 학생들 중 음악프로그램을 선택한 단일집단 33명이며, 자유학기제 음악프로그램은 매주 2차시씩 선택프로그램 활동시간 동안 14차시를 실시하였다. 자유학기제 음악프로그램을 적용하여 참여한 학생들에게 진로성숙도 사전･사후검사를 시행하고 이에 따른 결과를 분석하였다. 연구대상의 진로성숙도 변화를 측정하기 위해 사용 된 검사 도구는 한국직업능력개발원(2012)이 개발한 ‘진로성숙도검사’이다. 이 측정도구는 총 64문항으로 구성되어 있으며, 태도, 능력, 행동 세 가지 하위영역으로 이루어져 있다. 자유학기제 음악프로그램이 진로성숙도에 미치는 영향을 입증하기 위하여 연구대상의 진로성숙도를 사전･사후 검사를 측정하였다. 연구결과에 대한 분석을 위해 t-test를 하여 다음과 같은 결론을 도출하였다. 첫째, 자유학기제 음악프로그램 참여에 따른 진로성숙도 총점에 유의한 차이가 있었다. 또한 진로성숙도의 하위영역인 태도영역, 능력영역, 행동영역에서 사전 검사 평균에 비해 향상되었으며, 이는 통계적으로 유의미한 차이를 나타내었다. 둘째, 진로성숙도 태도영역을 구체적으로 살펴보면, 계획성과 독립성의 하위영역은 통계적으로 유의미한 차이를 보였다. 하지만 직업에 대한 태도 하위영역은 통계적으로 유의미하지 않은 결과를 보였다. 셋째, 진로성숙도 능력영역을 구체적으로 살펴보면, 합리적 의사결정은 통계적으로 유의미한 차이를 보였다. 그 외의 자기이해, 정보탐색, 희망직업에 대한 지식의 하위영역은 통계적으로 유의미하지 않은 결과를 보였다. 넷째, 진로성숙도 행동영역에서 진로탐색 및 준비행동 영역은 통계적으로 유의미한 차이를 나타냈다. 즉, 사전･사후 검사를 통해 자유학기제 음악프로그램을 참여한 학생들의 진로성숙도의 평균점수가 모두 향상된 것을 볼 수 있었다. 하지만 각 영역별로 살펴보았을 때 평균적으로 점수가 올랐지만, 통계적으로 유의미하지 않은 차이를 보이는 영역이 있었고 차후 개선과 보완이 필요한 것으로 보인다.;The purpose of this study is to find out how the music education program in ‘Free semester system’ affects the career maturity among Korean middle school students. To investigate the effect of the free semester system, pretest and posttest were conducted to middle school students who are participating the free semester, and the results were examined. To initiate present study, theoretical background of the Free semester system and the concept of career maturity were introduced, and previous studies were explored from both domestic and international literature. Thirty-three participants were recruited from ‘K’ middle school in Seoul, where registered the ‘Free semester system’ program. All were in first grade, and the whole group was homogenous. The program of the music education was included 14 sessions in total, and 2 sessions were conducted each week. To measure the impact of the music sessions, the participating students took a career maturity-test before and after the program was performed. To assess the career maturity of the participants, ‘Career maturity test’/Career Maturity Inventory(CMI), developed by KRIVET1) in 2012, is executed. This test includes 64 questions, composed of three sections – attitude, competency, and behaviour. Each section has subscales. The internal consistency of the test was measured by Cronbach’s α, at .915. The internal consistency reliability in all the subscales was acceptable in all the sections; scored .899 in planning, .841 in vocational attitude, .884. in independence, .891 in self-understanding, .878 in , .709 in information research, .925 in occupational information, .889 in career search and preparation. To verify the effect of the music program on the career maturity, t-test was conducted and the analyzed. According to the statistical analysis, the career maturity test scores before and after the music program have been found significantly different. The breakdown of the subscales in each section were generally corresponding results. In the attitude section, the planning and the independence have shown significant difference whereas the impact of vocational attitude was marginal. Decision making significantly differed while self-understanding, information research, and desired occupation did not significantly differ even though their scores increased. As the attitude section, career search and preparation marked statistically significant differences. As the examined average scores in the pre-test and the post-test, the participating students have shown enhancement of in their career maturity generally. Even though the scores in all three sections were improved, those of some subscales were not significantly different. Thus, this limitation in the subscales should be overcome in the next programs. Therefore, the students in present study have presented the change of their career maturity in the music education program, which effects on participants’ attitude toward career, capacity, and behavior. During the time, the middle school students were able to discover their aptitude and interest, and realized their dreams and talents. The findings from the music education program in ‘Free semester system’ have educational implications as students can actively experience self-directed learning through activities based on their interests and concerns. All in all, it is hoped that studies supporting the free semester system, including present study, can initiate governmental aid along with stimulation of the music education in the Free semester system setup.