A Study on the Effect of K-STAR+ on Reading-Based Learning for University Students

This study aimed to examine the effectiveness of applying K-STAR+, a learner-centered, project-based teaching method, to reading-based learning in university. By applying K-STAR+ to university students enrolled in the &quotBestseller Re-reading&quot course at K University in Busan, this study measured changes in critical thinking ability and tendency, communication ability, problem-solving ability, self-directed learning ability, and learning strategy ability before and after the course. Students' perceptions of the learning effects gained through their K-STAR+ class experiences were analyzed using reflection journals, and satisfaction with the class was assessed through a questionnaire. As a result, significant improvements were observed in critical thinking ability (conceptual, analytical, inferential, synthesis and judgment ability) and critical thinking tendency (truth-seeking, intellectual independence, open-mind and self-reflection tendency), as well as in communication, problem-solving, self-directed learning and learning strategy ability. Students also reported high satisfaction with the learning experience provided by K-STAR+. These findings indicate that applying the K-STAR+ teaching method is effective for reading-based learning among university students. Future studies should explore the potential applicability of the K-STAR+ teaching method across various academic disciplines.