Analysis of Students' Evaluation of Competency-Based Course in Liberal Arts Education : Focusing on 〈Personality and Communication〉

The purpose of this study is to analyze the results of students’ evaluation of the compulsory liberal arts courses <personality and communication> which was developed and operated as competency-based education during 2021-2023 according to the following three variables(year of opening, campus, online/offline), and to derive implications for course improvement by analyzing the relationships between the evaluation factors. As a result, there was a statistically significant difference in the total mean differences and in every evaluation factors according to the year of opening and online/offline type, but campuses. In year of opening, the overall average in 2023 and all course evaluation factors were significantly higher than in 2021 and 2022, and in online/offline class type, face-to-face classes in 2023 showed higher in all factors compared to non-face-to-face distance classes in 2021 and 2022. In addition, as a result of examining the relationships between evaluation factors, course satisfaction was most correlated with ‘evaluation and feedback’, the factors most correlated with evaluation and feedback were ‘instructional methods and participation’, the factors most correlated to instructional methods and participation were ‘content’, and the factor most correlated to content was ‘lesson plan and adherence’. Through these results, it was discussed that in order to improve students' course satisfaction in competency-based education, it is important to make various efforts to improve the content, instructional methods and participation, but the most important thing is to present clear and specific evaluation criteria following core performance tasks, and to help students grow with specific and professional feedback from instructors based on them.