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Korean J General Edu > Volume 16(2); 2022 > Article
Korean Journal of General Education 2022;16(2):187-202.
DOI: https://doi.org/10.46392/kjge.2022.16.2.187    Published online April 30, 2022.
An Empirical Analysis on Multicultural Learner’s Variables and Learning Effects in Classics Reading Classes
Kyung-Ae Ryu
Lecturer, Pusan National University
다문화 학습자의 대학 고전수업의 문화적 변인들과 학습효과에 대한 실증연구
부산대학교 강사
Correspondence:  Kyung-Ae Ryu,
Email: kosmos5710@hanmail.net
Received: 20 March 2022   • Revised: 11 April 2022   • Accepted: 18 April 2022
This study empirically analyzes the relationship between the multicultural learning variables and the learning effects of classics reading lessons regarding Korean and foreign students. The t-test, cross tabulation table, and discriminant analysis showed that Korean students improved their logical thinking power and became more interested than foreign students through the classic reading classes. The regression analysis showed that the recognition variables such as interest level, importance, necessity, and the reading of the classics did not influence the learning effects of classics reading class in regards to the necessity of the classics and the satisfaction level derived from classics reading classes. However, the improvement in presentation and the power of expression, logical thinking power, and the interest in the classic classes did affect the learning effects of classics reading class. As for the path analysis, while the recognition variable regarding the importance of the classics did not directly affect the learning effects of the classics reading classes, it appeared to indirectly influence the learning effects via the mediate variables of the enhancement of presentation and power of expression, logical thinking power, and the interest in these classic reading classes.
Key Words: Multiculture, Classics Reading, Learning Variable, Learning Effect, Regression Analysis, Path Analysis, Mediation Effect


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