문해교육 학습자의 학습만족도가 학습지속에 미치는 영향

Literacy learner's satisfaction revel and effects on Learning consistence

Abstract

본 연구는 문해교육 학습자의 학습만족도가 학습지속에 미치는 영향을 알아보기 위해 울산광역시의 문해교육 학습자 206명을 대상으로 분석하였다. 분석결과 첫째, 문해교육 학습자의 학습만족도를 하위변인으로 살펴보면 학습환경에서 가장 높았고 교육강사, 학습결과, 학습내용 순으로 나타났으며, 일반적 특성에서는 학습참여가 길수록 학습내용과 학습결과에 높은 만족도를 보였다. 둘째, 문해교육 학습자의 일반적 특성이 학습지속에 미치는 영향을 살펴보면 성별은 차이가 없었으나, 70세 이상의 연령에서 학습지속의 높은 의사표시를 나타냈다. 셋째, 문해교육 학습자의 학습만족도가 학습지속에 미치는 상관관계를 살펴보면, 학습내용, 교육강사, 학습결과, 학습환경 순으로 상관관계를 나타냈다. 이상을 종합한 결과, 문해교육 학습자는 나이가 많고 학습참여가 길수록 학습만족도가 높았고, 일상생활에 필요한 경우 학습지속이 높았으며, 문해교육 학습자가 학습지속에 미치는 영향은 학습 내용임이 분석되었다.

In order to find how their learning satisfaction to impact on continuous learning, this study analyzed 206 participants who are learners under the literacy education from Ulsan city. With the first results, when looking over their learning satisfaction, we found that the level of satisfaction was the highest at the educational environment following teacher quality, learning results and contents sequentially. In general characteristics, the longer is learning attending and the satisfier is education contents and learning satisfaction. With the second results, when we look over how the general characteristics of literacy learners to impact on continuous learning, those who are over 70 years old expressed the higher rate on continuous learning. With the third results, considering the correlation between learning satisfaction and continuous learning, we concluded that the first was education contents, the second was teacher quality, the third was learning results and the last was learning environment. Consequently, we found that for literacy learners, the older and longer attending and the higher satisfaction, in addition, the continuous learning was higher according to needs of everyday life and the education contents impacted on continuous learning.

표 1. 문해교육 학습자의 학습만족도 Table 1. The satisfaction level of the literacy education learners

표 2. 문해교육학습자의 일반적 특성에 따른 교육강사 만족도 Table 2.. The satisfaction level on teachers according to the general characteristics of literacy education learners

표 3. 문해교육학습자의 일반적 특성에 따른 학습내용 만족도 Table 3. The satisfaction level on education contents according to the general characteristics of literacy education learners

표 4. 문해교육학습자의 일반적 특성에 따른 학습환경 만족도 Table 4. The satisfaction level on the learning environment according to the general characteristics of literacy education learners

표 5. 문해교육학습자의 일반적 특성에 따른 학습결과 만족도 Table 5. The satisfaction level on learning results according to the general characteristics of literacy education learners

표 6. 문해교육 학습자의 일반적 특성에 따른 학습지속 여부 Table 6. The continuous learning on literacy learners according to the general characteristics of literacy education learners

표 7. 문해교육 학습자의 학습만족도와 학습지속과의 상관관계 Table 7. The correlation between learning satisfaction and continuous learning of the literacy education learners

표 8. 문해교육 학습자의 학습만족도와 학습지속에 미치는 영향 Table 8. The impacts on the learning satisfaction and continuous learning from the literacy education learners