학생 참여형 수업, 학생 참여, 자아개념, 의사소통 역량 사이의 구조적 관계

Abstract

The purpose of this study is to analyze the mediating effect of student engagement and self-concept in the structural relationship between student participatory class and communication competency. By dividing groups according to the class size (the number of students per class) that may affect the operation of student-participatory classes, the differences in variables that directly or indirectly affect communication competency development were analyzed to obtain implications for communication competency development. To this end, a multi-group structural equation model analysis was conducted using data from the 6th year of the Korea Education Development Institute's Korean Education Longitudinal Study. As a result of the analysis, it was found that the student-participatory class method had a positive effect on communication competency in all groups, and the group with a small class size had a more positive effect on communication competency development than the group with a large class size. The self-concept had a positive effect on the development of communication skills in all groups, but student engagement was significant only in groups with a large class size, and the effect was found to be small. In addition, it was found that there was a mediating effect of self-concept in the relationship between student participatory teaching methods and communication competencies. In order to cultivate communication skills, it is necessary to consider the introduction of various student participatory teaching methods, and research on various measures to form positive self-concepts of students is necessary.