Abstract
Objectives The purpose of this study is to provide basic data that can be continuously used for educational performance evaluation by exploring variables that affect non-subject educational performance, and to suggest ways to strengthen student capacity. Methods Literature analysis on non-subject educational achievements, 4-year non-subject webpages were searched, and related university evaluation certification data were analyzed. In addition, repeated measures variance analysis and hierarchical multiple regression analysis were conducted according to the research problem based on the mileage score, number of program participation, GPA, and core competency diagnosis score of students who participated in the learning support program conducted by K University in Gyeonggi-do for 3 years. to verify the difference and effectiveness by year. Results As a result of analyzing whether there is a difference in GPA and core competency scores by year, the number of program participation has no effect on GPA and core competency scores. 21 to 33 hours of participation improves professional competency, and 68 hours or more of communication competency improves. The order of influence on the 2018 GPA score is the 2017 GPA score, female student, and mileage score of 680 or higher. The core competency score in 2018 has a significant effect on the diagnosis score in 2017, and professional competency improves when 13 to 15 programs participate. Conclusions It is meaningful in that it verifies the effectiveness of non-subject programs through practical data, such as the certification scores awarded by each university and the number of program participants, and prepares basic data for analyzing educational performance. Based on the results of the study, plans for strengthening student capabilities and limitations of the study were presented.
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