중학생 선호도에 따른 연극 교수학습방법이 연극 교과역량에 미치는 영향에서 수업환경과 수업시수 만족도의 매개효과

초록

This study examined the relationship between middle school students’ preferences for drama teaching–learning methods and drama subject competencies and investigated the mediating roles of class environment and instructional time satisfaction. Participants were 308 second- and third-grade students from a middle school in Seoul, Korea. Using a structured questionnaire, the study measured five types of drama teaching–learning methods, class environment, instructional time satisfaction, and four drama subject competencies: communication, community, imagination, and creative thinking. Data were analyzed using descriptive statistics, multiple regression, and bootstrapped mediation analysis. Descriptive statistics showed that gender differences in teaching–learning methods and drama subject competencies were generally small, although female students showed relatively higher levels of communication and community competencies. In addition, third-grade students tended to report slightly higher levels across most teaching–learning methods and drama subject competencies than second-grade students. The results indicated that the relationships between drama teaching–learning methods and drama subject competencies differed according to the types of competencies. Communication and community competencies were most strongly related to class environment, whereas imagination competency showed the strongest association with experience/activity-based learning. Creative thinking competency was most strongly related to understanding/analysis-based learning. In addition, mediation analysis confirmed that class environment significantly mediated the relationship between teaching–learning methods and drama subject competencies, whereas instructional time satisfaction did not show a significant mediating effect. These findings suggest that drama teaching–learning methods are most effective when supported by appropriate class environment and underscore the importance of aligning instructional approaches with specific drama competencies.

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