전문대학 학생중도탈락 요인분석 : 오산대학을 중심으로 = An Analysis On The Reasons Of Junior College Students' Dropouts

국문 초록 (Abstract)

이 연구의 목적은 전문대학 학생의 중도탈락에 미치는 요인을 선행 연구를 통해 검증된 요인들을 재해석 하여 개인적요인, 가정적요인, 교육기관요인, 사회적 요인으로 구분하고 이를 각 요인들이 전문대학 학생에게 적용되는 중요 요인은 무엇인가 하는 점과, 이 요인들이 중도탈락에 미치는 영향을 알아보는데 있다.
개인적 요인으로는 인구학적 배경, 출신고교, 대학만족도, 전공적응도, 성적, 교우관계로 구성 하였고, 가정 요인으로는 가족소득, 학비조달, 가정화목도, 부모수학독려 등으로 설정하였다. 교육기관요인은 교육시설만족도, 교육과정 만족도, 학교에 대한만족도, 교수와의교감, 학과에 대한소속감, 수업이외 학교활동으로 설정 했으며,
사회적요인은 학력의 중요도, 졸업자의 임금적정도, 전문대학학제변화요구, 학교에서 배우는 지식의 도움정도, 로 설정 하였다.

자료수집 및 분석은 현재 전문대학(오산대학)에 다니고 있는 학생들을 대상으로 하여 수집하였다. 각 계열별 안배를 위하여 25개 학과별로 40부내외의 설문지를 배부 총1,000부의 설문지를 회수하고 953부를 활용하였다. 각각의 설문은 5점 척도를 기본으로 하였으며, 질문의 내용, 신뢰도 및 타당도를 제시하였다.

자료의 분석은 통계분석프로그램 SPSS 12.0을 사용하였다. 연구의 주요 결과를 요약하면, 첫째 남학생의 중도탈락이 여학생의 중도탈락보다 높게 나타났으며, 이는 선행연구 결과(김수연, 2006)와도 일치한다. 또한 계열별 중도탈락 동향을 분석 하였는데, 예, 체능계열이 가장 높게 나타났으며, 이는 실제의 오산대학 5년간 통계와도 일치했다. 또한 연령별 중도탈락률을 분석하였는데 학령기 학생들을 대상으로 한 조사라 차이는 미세하였다. 각 요인별로 분석한 결과로는 먼저 개인요인으로 분석한 성적, 학과만족도, 대학만족도, 전공적응도, 교우관계는 중도탈락과 밀접한 관계를 가지는 것으로 나타났다.
가정의요인에서는 두드러진 특징이 없었다. 즉 가정의 화목도, 경제적 지위, 부모의 학습독려 등은 중도탈락의 의도와는 별다른 관계가 없는 것으로 조사 되었다.
교육기관요인에서 학과만족도 전공만족도 시설만족도는 중도탈락과 깊은 관계가 있었고, 수업이외의 매력적인 활동이 있다고 응답한 학생은 중도탈락 계획이 높았다.
사회적 요인에서는 학력의중요도, 학교지식의 향후 도움은, 중도탈락 의도자 일수록 낮게 나타났고, 현제 학제가 변해야한다는, 중도탈락비의도자 일수록 높게 나타났다.

목차 (Table of Contents)

• 제1장 서론·······
• 제1절 연구의 목적·························································
• 1
• 제2절 연구의 방법 및 범위·············································
• 8
• 1. 연구의 방법··························································
• 8
• 2. 연구의 제한점·······················································
• 9
• 제2장 학생중도탈락에 관한 이론적 고찰··································
• 10
• 제1절 학생중도탈락의 개념 및 의의·································
• 10
• 1. 중도탈락의 개념····················································
• 10
• 2. 중도탈락의 의의····················································
• 11
• 3. 용어의 정리··························································
• 12
• 제2절 전문대학의 역할과 학생 보유관리···························
• 13
• 1. 2년제 고등교육기관···············································
• 13
• 2. 전문대학의 성장과 성숙·········································
• 15
• 3. 전문대학의 기능····················································
• 16
• 제3절 학생중도탈락 관련이론··········································
• 20
• 1. 심리학적 접근·······················································
• 21
• 2. 사회학적 접근·······················································
• 21
• 3. 경제학적 접근·······················································
• 22
• 4. 조직논적 접근·······················································
• 23
• 5. 상호작용논적 접근·················································
• 24
• 제4절 전문대학생의 중도 탈락요인··································
• 26
• 1. 개인적요인····························································
• 26
• 2. 가정적요인···························································
• 28
• 3. 교육기관요인························································
• 28
• 4. 사회적요인···························································
• 30
• 제3장 전문대학 중도탈락 현황···············································
• 36
• 제4장 전문대학 학생의 중도탈락 요인 설문분석························
• 44
• 제1절 연구방법 및 대상··················································
• 44
• 제2절 조사설계, 측정방법················································
• 45
• 제3절 자료처리 방법·······················································
• 47
• 제5장 연구결과 분석······························································
• 49
• 제6장 결론···········································································
• 87
• 제1절 요약····································································
• 87
• 제2절 정책적 제언··························································
• 89
• 참고문헌··············································································
• 93
• ABSTRACT·········································································
• 96
• 부록: 설문지 ·······································································
• 96