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KMID : 1039220210310010060
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Journal of Korean Society of Occupational and Environmental Hygiene
2021 Volume.31 No. 1 p.60 ~ p.72
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Comparison of Participation and Satisfaction after a Change of a Teaching Method in Safety and Health Training Courses
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Eoh Won-Souk
Lee Sang-Min
Cho In-Ok
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Abstract
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Objectives: This study was performed to investigate the level of participation in and satisfaction with training courses at job training institutions and to improve participation and satisfaction through changes in the training method for industrial ventilation subjects.
Methods: The results were analyzed for the mean and standard deviation by t-test and ANOVA, (p=0.05). Participation rates were examined for three courses: specialization, job training, and supervisory. The participation inthe education was 428 people, and the result of satisfaction with the change of education method was 878 people. Satisfaction was investigated for the specialized curriculum and job training curriculum,but not the supervisor curriculum. The satisfaction results for six items(contents, quality, skill, level, degree of understanding, degree of practical) were analyzed according to the change in the training medium and the method among people in one occupational ventilation subject.
Results: The participation rate was similar in the job training and specialized training courses, but the lowest rate was in supervisory courses(p=0.05). In general, there was the lowest participation on the first day of education, and the participation rate improved after the second day. Satisfaction with the course was high for the specialized education course with a number of practical education assignments(p=0.278). The satisfaction level for the teaching method in the industrial ventilation subjects was high in a mixed group which combined lecture and practice. The industrial ventilation course in the basic job training course showed a difference between lecture and mixed education(p=0.111), but there was no significant difference. However, the industrial ventilation course in the advance job training course showed a clear difference between lecture and the mixed education(p=0.036).
Conclusions: Therefore, the first day of training should start in the afternoon so that more trainees can participate, and it is recommended to assign important subjects after two days. In addition, it is suggested that job competency-enhancing education utilize various educational methods and media.
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KEYWORD
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Education course and method, media, participation, practice, satisfactioneducation
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