The Effect of Teaching and Learning Processes on Learning Outcomes of University Students: Focused on K University

This study examined the perception of teaching and learning processes and explored which characteristics of teaching and learning processes affect learning outcomes of K university students. Learning outcomes were measured by students' subjective evaluation of indirect assessment methods, and they were classified into cognitive and non-cognitive learning outcomes. Of the total students, 115 (60.8%) were male, 62 (32.8%) were female, and 12 (6.3%) were nonresponse. According to the characteristics of students, 84 students (44.4%) were in sports science college, and 105 students (55.6%) were in life and sports college. The results of this study are as follows. First, students in the sports science college were more positive of the teaching and learning process and learning outcomes in general than students in sports and life college. Second, the variables affecting the learning outcomes across sports science college and sports and life college were different. In the case of students of sports science college, the activities of enhancing their thinking power during the class had a great influence on both cognitive/non-cognitive learning outcomes (β= 0.33, 0.29). On the other hand, the handwriting variables had a positive effect on cognitive/non-cognitive outcomes of the students in sports and life college. This study suggests that the effects of the teaching and learning process should be explored by the learning outcomes measured directly in subsequent studies.