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A study on lecture satisfaction using path analysis
Journal of the Korean Data & Information Science Society 2021;32:619-30
Published online May 31, 2021;
© 2021 Korean Data and Information Science Society.

Hyun Seok Choi1 · Kwang-Yeol Yoon2 · Jinhwa Chung3 · Jeongcheol Ha4

1Center for Educational Performance, Keimyung University
2Major in Electronic Engineering, Keimyung University
3Major in Economics and Finance, Keimyung University
4Major in Statistics, Keimyung University
Correspondence to: 1 Assistant professor, Center for Educational Performance, Keimyung University, Daegu 42601, Korea.
2 Professor, Major in Electronic Engineering, Keimyung University, Daegu 42601, Korea.
3 Associate professor, Major in Economics and Finance, Keimyung University, Daegu 42601, Korea.
4 Corresponding author: Professor, Major in Statistics, Keimyung University, Daegu 42601, Korea. E-mail:
Received February 19, 2021; Revised March 16, 2021; Accepted April 5, 2021.
This is an Open Access article distributed under the terms of the Creative Commons Attribution Non-Commercial License ( which permits unrestricted non-commercial use, distribution, and reproduction in any medium, provided the original work is properly cited.
In this study, the causal relationship between the concepts in the evaluation of lecture satisfaction at K University is to be identified using path analysis. The difference in perception between students and professors was analyzed by the class planning, class methodology, interaction, class management, and class achievement areas. Through this, we will have an opportunity to reflect on the lecture, organize the class by reflecting the opinions of the students, and provide basic data to provide opportunities to improve students’ academic performance. According to the analysis, the class planning has a statistically significant effect on class methodology, and class methodology does on class management, interaction, and class achievement, and class management and interaction do on class achievement. Professors have different significant results depending on their position. Full professors tend to rely on educational experience and educational philosophy, and associate professors lack active interaction that requires consensus with students, and assistant professors have some difficulty in managing classes.
Keywords : Lecture satisfaction evaluation, path analysis, professor education competency diagnosis.