학생과 교사의 EBS 고교강의 만족도와 개선 요구사항

Abstract

Objectives The purpose of this study was to investigate the satisfaction level and improvement needs for EBS high school lectures.
 Methods Stratified cluster sampling design using province as a stratum and school as a cluster was used to extract 1,320 student samples and 404 teacher samples nationwide. EBS high school lectures were categorized into vid-eo and textbooks, and differences in responses were tested across six student and seven teacher demographic characteristics.
 Results The results show that both students and teachers expressed high levels of satisfaction with EBS high school lectures. Significant differences were observed among students based on academic performance levels and among teachers based on subject areas. Improvement needs related to videos included course development for both lower-level and higher-level students, separately. For teachers, the most frequent improvement needs were rich teaching materials and level-specific courses. Regarding textbook-related improvement needs, both students and teachers indicated a preference for easily understandable concept explanations and sufficient con-struction of challenging questions.
 Conclusions The findings indicate a significant demand for diversified educational content tailored to the students' levels for both video and textbook in EBS high school courses. Addressing the diversification of content in video lectures and textbooks appears to be the most urgent need identified by both students and teachers alike.