대학생의 자기주도학습준비도, 학습 유형, 학업성취도, 소통 역량 간의 관계 : 교수·학습 전략을 위한 기초 연구

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The purpose of this study is to analyze the differences and relationships among university students’ self-directed learning readiness, learning styles, academic achievement, and communication competencies, and to develop effective teaching and learning strategies based on these. A survey was conducted from September 26 to October 3, 2022, targeting students at D university located in Gyeonggi-do. SPSS 27.0 program was used to conduct descriptive statistics, correlation analysis, and regression analysis of each variable. As a result of the analysis, first, self-directed learning readiness, communication competency, and academic achievement showed significant differences by learning style. The sub-variables of readiness for self-directed learning, such as openness, passion, inquiry, self-concept, and acceptance of responsibility, showed significant differences by learning styles. The sub-variables of communication competency, listening and logical expression, showed significant differences by learning styles. In addition, significant differences were confirmed in the level of academic achievement depending on self-directed learning readiness, learning styles, and communication competency. Second, self-directed learning readiness was found to have a significant impact on communication competency and academic achievement. Based on the results of this study, the study propose practical implications for teaching and learning strategies to promote self-directed learning readiness and enhance communication competency.