A Case Study on Learner-centered Instructional Design for Integrating Key Competencies into Subject Matter Education: Focusing on Self-management Competency and Food and Cooking Subject Matter Class in Vocational High School

Objectives The purpose of this study is to analyze whether it is effective for learners' self-management capabilities and learning satisfaction by designing and applying cooking practice classes based on self-management capabilities to design learner-centered classes that combine core competencies and subject classes. Methods Classes were applied to one class in the third grade of a vocational high school located in Chungcheong-do for 6 weeks for 4 sessions. The pre- and post-test, performance evaluation and class output of scenario-based paper-delivered evaluation were evaluated and utilized as a performance evaluation standard table to confirm the learning effect of the practice class applying self-management competency. The collected data were subjected to paired-samples t-test and content analysis. Results First, food and cooking practice classes applying self-management competency were effective in improving students' self-management competency. Before and after the practice class applying self-management competency, it showed a significant effect on improving students' academic achievement, and students' self-management competency was also improved through performance evaluation and analysis through class products. Second, the satisfaction of the food and cooking practice class applying self-management competency showed a high level of satisfaction, and in particular, the response that they received appropriate feedback in the class showed the highest satisfaction. Conclusions Based on these results, it was discussed that practical classes applying self-management capabilities can be effective in cultivating learners' self-management capabilities and improving learning satisfaction, and educational implications were presented.