An analysis on the effects of multicultural education class in the secondary teacher's college

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1 , pp An analysis on the effects of multicultural education class in the secondary teacher's college Jae-Bok Seo Jeonju University, 303Chonjam-ro Wannsan-GuJeonju-si Jeonlabuk-do, Korea, , Abstract. The aim of this study is to determine the immediate effect and constant effect of multicultural education on the multicultural awareness level of college students. As a result of verifying the effect on the multicultural awareness factor, it was shown that the level on the multicultural awareness factor improved in the posthumous inspection and further inspection after the program input in case of the test group. Today the multicultural population is increasing; it has proven to be effective in improving a multicultural awareness level through multicultural education; however, according to a further inspection, the result after the multicultural class, the multicultural awareness level became a little low. Accordingly, constant multicultural education should be conducted in order to improve and maintain the multicultural awareness level. Keywords: multicultural education, multicultural awareness, effect of multicultural class 1 Introduction Today the increase of a multi-cultural population has brought about changes in overall society, including politics, economy, and education. In Korea, the multi-cultural population has growing rapidly due to the increase of foreign workers, marriage immigrants, and North Korean defectors. Some of the objectives of a multicultural education is to provide equal education and to raise the potential of every student regarding their intellectual, social, and individual development. Therefore, targets of multicultural education should have the knowledge, attitude, and value to recognize that the cultures of different groups have similar values based on the positive identity established by the culture to which one belongs.but Multi-cultural related studies and the multicultural awareness education was insufficient. Multicultural awareness means a level that learners accept the extensive deviation such as race, nation, culture, language, and religion which exist in the groups they contact in life and it can be examined in light of knowledge, definition, and attitude As multicultural awareness is high, people can understand the multicultural phenomenon and sympathize with it mentally, in the multicultural society and do the necessary activities for the multicultural society. Also, multicultural awareness cannot be grasped only through the knowledge level or behavior and should be done based ISSN: ASTL Copyright 2014 SERSC

2 on cognitive, definitive, and behavioral area (Gyeong-ae Ha, 2010). In this sense, it is very important to verify the effects of the educational program for multicultural awareness cultivation by targeting teacher s college students who are the preliminary teachers. 2 Methods 2.1 Participants This study was conducted by dividing students who participated in the multicultural education class, established by Jeonju University Teacher s College, into a test group and a control group. The study target students are sophomores and juniors at teachers college and the number of test group is 22 and control group is Instrument The multicultural awareness measuring tool used in this study restructured the study by Yoon-kyeongPark, etc (2008) and is comprised of cognitive area, definitive area, and behavioral area(jae-bokseo, 2012). The entire questionaire consisted of 15 questions and Likert 5-score criterion was used, which means the higher the score is, the higher the multicultural awareness level is. The confidence coefficient Cronbach's α on multicultural awareness test questions appeared as Procedure The preliminary inspection was conducted on March 4 th, 2013 before the multicultural class was conducted. As a result of preliminary inspection, 1 test group class and 1 control group class were composed targeting college students judged to be homogeneous group. The test was conducted 13 times from March 12 th, 2013 to June 22 nd. The multicultural type inspection of test group used Cross-Cultural life Experience Checklist (CCLEC) questionnaire developed by Ward (1996) as a reference. 2.4 Design Group 1 st inspection Program 2 nd inspection 3 nd inspection Test group Control group X Test ProgramX No program 72 Copyright 2014 SERSC

3 3 Results 3.1 The effect on the cognitive factor Test G 3.62(.73) 4.55(.53) *** 4.30(.80) Control G 3.63(.55) 3.68(.57) 3.65(.64) ***p< *** 3.2The effect on the definitive factor Test G 3.36(.62) 4.30(.80) 4.20(.75) *** Control G 3.38(.52) 3.40(.64) 3.40(.72) ** 3.3 The effect on the behavioral factor Test G 2.97(.51) 3.80(.95) 3.54(.32) ** Control G 3.09(.47) 3.11(.72) 3.10(.17) *** 3.4 The effect on the multicultural awareness Test G 3.32(.44) 4.22(.60) 3.88(.50) *** *** Control G 3.32(.35) 3.33(.52) 3.32(.41) 3.5 The effect on the multicultural awareness Times M SD t-value Copyright 2014 SERSC 73

4 1 st - 2 nd *** cognitive factor 1 st - 3 nd ** 2 nd - 3 nd st - 2 nd *** definitive facto 1 st - 3 nd * 2 nd - 3 nd st - 2 nd *** behavioral factor 1 st - 3 nd *** 2 nd - 3 nd st - 2 nd *** Total 1 st - 3 nd *** 2 nd - 3 nd Conclusion and Discussion The aim of this study is to determine the immediate effect and constant effect of multicultural education on the multicultural awareness level of college students. The result of this study is as follows. As a result of verifying the effect on the multicultural awareness factor, it was shown that the level on the multicultural awareness factor improved in the posthumous inspection and further inspection after the program input in case of the test group. While the preliminary average score of the test group was 3.32 in the multicultural awareness level, there was a significant difference in posthumous inspection (M=4.22) and further inspection (M=3.88). As a result of analyzing by sub-factors, there were significant differences in cognitive factor (t=6.587, p<.001), definitive factor (t=5.059, p<.001), and behavioral factor (t=2.312, p<.05). In the further inspection, the cognitive factor (t=5.050) and the behavioral factor (t=4.605) were significant at the level of p<.001, and the definitive factor was shown as p<.01. In case of the definitive factor, the significant difference was high between the test group and the control group in the further inspection compared to the posthumous inspection. As a result of study, the multicultural education class was helpful for improving the multicultural awareness level of college students. Today the multicultural population is increasing; it has proven to be effective in improving a multicultural awareness level through multicultural education; however, according to a further inspection, the result after the multicultural class, the multicultural awareness level became a little low. Accordingly, constant multicultural education should be conducted in order to improve and maintain the multicultural awareness level. 74 Copyright 2014 SERSC

5 References 1. Banks, J. A.: Teaching strategies for ethnic studies. Boston: Pearson Education Allyn&Bacon(1984). 2. Ha-kyoungAe: AnalysisofElementaryStudents'AttitudetowardCulturalDiversityandInfluencingAttitu de, Master dissertation, EwhaWomansUniversity(2010). 3. In-sil Chang, Young-sikYoo: Effectiveness of Multicultural Educational Curriculum Development based on Model and Textbook. The Journal of Elementary Education, 23(1), (2010) 4. Jae-bokSeo :The effect of multicultural education program on middle school students informal multicultural experience and multicultural awareness. The Journal of Educational Research. 10(3) (2010) 5. Yun-kyoung Park, Kyung-hee Sung, Young-dal Cho: Elementary and secondary school teachers` attitude towards cultural diversity and students from multicultural families. Theory and Research in Citizenship Education. 40(3) (2008) Copyright 2014 SERSC 75