중학교 기술·가정 교과에 대한 남녀 학생간 인식 차이

Abstract

The purpose of this study is to provide basic information about the effective learning of technology and home economics in middle schools. This researcher investigated the differences in the perceptions of male and female middle school students about the content of technology and home economics lessons. For this purpose, this researcher made a questionnaire to find out the necessity of, interest level in, real-life application of and the level of satisfaction about the content of technology and home economics lessons in middle schools under the 7th National Educational Curriculum. This researcher surveyed 1,564 male and 1,470 female middle school students who learned the subjects of technology and home economics for a year in Busan. The data from the survey was analyzed through the SPSS/WIN(v12.00) statistical program. Mean(M) and Standard Deviation(SD) values were obtained to show the differences in the perceptions of male and female students about the necessity of, interest level in, real life application of and the level of satisfaction about the content of technology and home economics lessons. T-tests were carried out to determine the differences in perception about this content according to gender. The result of the study can be seen in brief below. 1. On the necessity of technology and home economics for 7th grade male students, there is significant shortfall, with only 6 out of the 12 areas of content thought to be necessary. However, only 1 unit was deemed necessary for female students. For 8th grade students, 6 of the 12 areas of content were of significance for male students, with no units deemed significant for female students. For 9th grade male students, 3 out of the 12 areas of content were of significance for males, with only 1 unit of significance for female students. 2. On the interest level of technology and home economics content for 7th grade male students, 10 out of the 12 areas of content were found to be significant, with there is no units significant for female students. For 8th grade students, 7 of the 12 areas of content were of significance for male students, but with no units of significance for female students. For 9th grade male students, 4 out of the 12 areas of content have significance for interest. However, there were only 3 units of significance for female students. 3. On real life applications of technology and home economics for 7th grade male students, 7 out of the 12 areas of content were found to be significant, with no units for female students. For 8th grade students, 6 of the 12 areas of content were of significance for male students, with only 2 units of significance for female students. For 9th grade male students, 4 out of the 12 areas of content were of significance for real-life applications. However, there were only 3 units of significance for female students. 4. On the satisfaction level of technology and home economics content for 7th grade male students, 8 out of the 12 areas of content were found to be significant, with no units for female students. For 8th grade students, 6 of the 12 areas of content had significance for male students, with no units for female students. For 9th grade male students, 3 out of the 12 areas of content had any significance at all, while there were 4 units of significance for female students.