The purpose of this study was to develop a creative career education program for a test-free semester, which has been introduced in 2016, by applying media-convergence design and to examine its effectiveness in terms of creativity. A one-source multiu ...
The purpose of this study was to develop a creative career education program for a test-free semester, which has been introduced in 2016, by applying media-convergence design and to examine its effectiveness in terms of creativity. A one-source multiuse creative career education program was developed by applying media-convergence design, which was to be conducted in 16 sessions, eight times. In addition, an educational material of 16-session workbook for students and a teacher's manual of 16 sessions were prepared, and a community platform named "All Tone" was developed as well to share the results. And then the program was conducted in seven selected middle schools across the nation on a trial basis.
As for the research method, related theories were analyzed to shed light on the necessity and concept of exam-free semester, and relevant domestic and foreign cases were analyzed to determine how to develop a test-free semester program. Concerning the domestic cases, the programs conducted by 34 middle schools that introduced a test-free semester and participated in the 2014 Korea Happy School Expo were analyzed, and the results of the programs were investigated as well. As to the foreign cases, related earlier studies and literatures were analyzed to find out what implications they had for the exam-free semester system in our country. Finally, the direction and goal of the creative career education program for a free-semester system were determined, and the process of development was determined, and an implementation model was set up. To test the effectiveness of the program developed, it was provided for the students in the selected model schools located in seven urban and rural communities across the nation in the second semester of 2015, and TTCT was used to look for any possible changes in their creativity. As a result, the 95 middle school students who participated in the program showed statistically significant improvements in creativity involving every subfactor that included fluency, originality, elaboration and resistance to premature closure. To be specific, they made the most progress in the area of resistance to premature closure(t=12.397), followed by originality(t=9.003) and elaboration(t=7.142). As for average posttest scores by the size of region, the students from the urban communities(29.28) scored highest, followed by the eup areas(22.08) and the myeon areas(20.44). The students who decided to participate on their own(32.43) scored highest on the posttest, and the students who were chosen by the schools(23.00) to participate got the second highest scores. The students who participated on the recommendations from teachers or parents(13.46) got the third highest scores. Regarding creativity index by gender, the average posttest score of the girls(26.76) was higher than that of the boys(20.02).
When the results were analyzed again after being controlled by the covariable, the size of region and gender exerted no statistically significant influence, but the type of participation, namely participation motivation, exercised a statistically significant influence. Overall, the program developed in this study was effective at boosting creativity, and its effectiveness was closely correlated with the motivation factor, namely whether to participate on one's own or not, rather than the size of region or gender that the students couldn't choose.