입학전형 유형별 대학생활 적응 및 성과: 재학 기간 경과에 따른 변화

초록

This study aims to investigate if there are any differences in university students’ adaptation to college and their performance 1) depending on college admission types (admission officer system, rolling admission, special admission, and regular admission) and 2) over years (Year 1 vs. Year 3). The same questionnaire survey was conducted to the same cohort of students in 2014 and 2016. In November 2014, a total of 277 freshmen in C university participated in the survey. In November 2016, 399 juniors who had entered the university in 2014 took part in the survey. The collected data were analyzed by using one-way ANOVAs and independent samples t-tests. The findings indicated that there were no significant differences in the freshmen’s adaptation and performance depending on admission types. However, as for juniors, a statistically significant difference was found in the extent of participating in active and collaborative learning between the students from the admission officer system and those from the regular admission, with the former showing a higher level. When Year 1 and Year 3 were compared within each admission type, the level of interaction between professors and students was found to be significantly enhanced in all the admission types except for the regular admission. The levels of intellectual activities, active and collaborative learning, and peer relationship decreased over the years among the students from the admission officer system, the rolling admission, and the special admission types. Finally, perceived enhancement of internal competence was found to be higher among the students from the rolling and special admissions. This study has shown that each admission type has its own strength and weakness and it is worthwhile to examine the differences in the students accepted from different admission types from a long-term perspective.

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