Studies of the Analysis of Class Condition and the Effects of Instruction Using Gender-Sensitive Teaching Strategies

성인지적 교수전략을 활용한 수업실태 분석 및 효과 연구

  • Received : 2010.01.18
  • Accepted : 2010.05.26
  • Published : 2010.06.30

Abstract

This study analyzed class condition using gender-sensitive teaching strategies in technical college and investigated the effects of instruction using gender-sensitive teaching strategies on the students' satisfaction and self-direction. The results of the analysis of classroom condition using gender-sensitive teaching strategies are as follows. In the almost questions, average of experimental group is higher than that of control group. The results of the effects of instruction using gender-sensitive teaching strategies are as follows. Instruction using gender-sensitive teaching strategies didn't affected students' satisfaction in the experimental group, but affected students' satisfaction in B1 experimental group. Meanwhile, instruction using gender-sensitive teaching strategies affected the learning strategic component, subcomponent of self-direction, all students and the self-direction total score of male students in the experimental group. Especially, the instruction affected the self-direction of all students and male students in the B1 experimental group.

Keywords

Engineering education based on a feminist perspective;Gender-sensitive education;Gender-sensitive teaching method;Student's satisfaction;Self-direction

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Acknowledgement

Supported by : 한국과학재단