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The purpose of this study was to develop a valid and reliable instrument reflecting characteristics of a college in order to measure students’ educational satisfaction. First of all, this study created a conceptual model of students’ educational satisfaction, developed a measurement instrument, and examined its content validity on the basis of previous studies. Then, a pilot survey (558 students) and a main survey (1820 students) were conducted in order to verify the validity of the instrument. An item analysis, a reliability analysis, an exploratory factor analysis, and a confirmatory factor analysis were performed to analyze the data through SPSS 18.0 and AMOS 18.0. The major findings of this study were as follows. First, the instrument developed for measuring students’ educational satisfaction was consisted of seven domains and 26 items. The domains included curriculum, student guidance, student support, educational environment, administrative service, specialized programs, and college image. Second, Cronbach‘s alpha value of the instrument was above 0.9, and therefore its reliability was established. Third, the result of the confirmatory factor analysis revealed that as the GFI, TLI, CFI, RMSEA of the model represented good fit, the questionnaire was confirmed as a valid instrument to measure students’ satisfaction with the college education
본 연구의 목적은 대학의 특성을 반영한 교육만족도 조사 도구를 개발하는 데 있다. 이를 위해, 먼저 이론적 고찰을 토대로 대학의 특성을 반영한 교육만족도의 개념적 모형을 설정하고, 조사 도구를 개발하였으며, 내용타당도 및 문항이해도를 검토하였다. 다음으로 개발된 조사 도구의 타당성 검증을 위해, 예비조사(A대학생 558명)와 본조사(A대학생 1820명)를 실시하였으며, 수집된 자료는 SPSS 18.0과 AMOS 18.0 프로그램으로 문항분석, 신뢰도분석, 탐색적 요인분석, 확인적 요인분석을 하였다. 연구 결과는 다음과 같다. 첫째, 교육만족도 조사 도구는 교육과정, 학생지도, 학생지원, 교육환경, 행정서비스, 특성화, 학교이미지 등 7개의 구성요인과 26개 문항으로 개발되었다. 둘째, 조사 도구의 신뢰도는 Cronbach‘s alpha 계수가 0.9이상으로 나타나 일관성 있는 도구임이 검증되었다. 셋째, 확인적 요인 분석 결과, GFI, TLI, CFI, RMSEA 등의 값이 모두 권장 수용 수준 이상으로 나타나, 개발된 조사 도구가 교육만족도를 측정하는 데 적합한 것으로 나타났다.
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