자동차 전공 학생의 직업 흥미 유형과 학업 성취도 분석

Abstract

This study was conducted to identify the suitability of majors and jobs through an analysis of the career interest types and academic achievements of automotive students in the engineering department of Y University, and to use them as basic data for learning guidance, career guidance, and curriculum development. The STRONGTM Occupational Interest Test, a standardization tool for occupational interest tests, was conducted in May of the 2022 academic year, the first semester, and in September of the 2022 academic year, the second semester. The analysis tool used SPSS 14.0 to analyze GOT, BIS, PSS, and academic achievement by performing frequency analysis, mean analysis, correlation analysis, and variance analysis. First, the type of career interest of automotive students is 86% R when examined with the 1st code, R is 46.8% when considering the 2nd code, and R is 36.4% when considering both 3rd codes, so the proportion of R type is high. Therefore, it is necessary to prepare a study guidance and career guidance plan at the department level that takes into account the characteristics of the field type presented in the previous research. Second, in the correlation analysis of GOT and the Basic Interest Scale (BIS), it was analyzed that among the BIS scales of R and R, the mechanical field had the highest correlation (0.963). This results suggest that students have a very high interest in jobs and activities that work with machines. Third, in the analysis of GET and academic achievement, as mentioned in the previous study, the field type was analyzed as having the lowest academic achievement, and there was no significant difference in learning level for each type. In the future, academic achievement needs to be analyzed by subjects of liberal arts and majors, and detailed analysis is required considering values, learning attitudes, and learning methods in addition to interests. Fourth, in the Analysis of the Personal Characteristics Scale (PSS), they tend to prefer to work alone, preferring practical qualifications, short-term learning, and carrying out what they are directed to do with participatory leadership. In addition, it is analyzed that people prefer to challenge themselves towards adventure, so it is necessary to design lessons so that they can present or challenge themselves in class at school sites, and participate in certificates, competitions, and competitions.