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ISSN : 2233-4165(Print)
ISSN : 2233-5382(Online)
Journal of Industrial Distribution & Business Vol.10 No.2 pp.25-37
DOI : http://dx.doi.org/10.13106/ijidb.2019.vol10.no2.25.

The Impact of State Financial Support on Active-Collaborative Learning Activities and Faculty-Student Interaction

Eun-Mee Choi*,Young-Sool Park**,Lee-Seung Kwon***
* 1st Author. Professor, Department of Health Care Management, Catholic Kwandong University, Korea. Tel: +82-33-649-7583. E-mail: smart609@cku.ac.kr
** 2nd Author. Professor, Department of Health Care Management, Catholic Kwandong University, Korea. Tel: +82-33-649-7582. E-mail: ysparkrd@cku.ac.kr
*** 3rd Corresponding Author. Professor, Department of Health Care Management, Catholic Kwandong University, Korea. Tel: +82-33-649-7589. E-mail: leokwon1@cku.ac.kr
December 14, 2018. February 01, 2019. February 05, 2019.

Abstract

Purpose – The goal of this study is to analyze the differences in education performances between students of the government's financial support program and those who do not receive support at a local university in Korea.
Research design, data, and methodology - The questionnaire used was NASEL. NASEL is considered a highly suitable survey tool for professors, courses, and performances in Korean universities. The 290 students who participated and 44 students do not participate in the financial support program were surveyed for 10 days. The characteristics of students were investigated by frequency analysis and technical statistics. The analysis of student collective characteristics used independent t and f-tests,and one-way ANOVA with IBM SPSS Statistics 22.0 for statistical purposes.
Results – The p-value of the group receiving financial support and the group without financial support in active-collaborative learning is 0.167. The p-value of the economically supported group and the non-supported group of the faculty-student interaction is 0.281. The confidence coefficient of the active-collaborative learning questionnaire is 0.861. The reliability coefficient of the questionnaire for the faculty-student interaction questionnaire is 0.871.
Conclusions – There are no clear differences in active-collaborative learning and faculty-student interaction between participating and non-participating students in the economic program.

JEL Classifications : G41, I 2 1, I 2 2.

초록


     

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