Contribution: This article aims to explore learner variables that predict the effectiveness of university class using the Havruta method. Background: This article was conducted on 105 learners enrolled in the “General Physics and Experiments 2” class at K University in South Korea. Research Questions: Independent and dependent variables were selected from previous studies to predict the effectiveness of the Havruta method in a university class. Methodology: Descriptive statistics, such as frequency and averages, were used to analyze the general characteristics of the subjects, and Pearson’s $r$ was used to check for correlation among all variables. Variables that predicted learning satisfaction and flow were evaluated through the multiple regression analysis. Findings: The results indicate that the independent variable, “openness to learning opportunities” significantly explained learning satisfaction by 16.1%. Together with “initiative and independence in learning,” they were significant in explaining the learning flow by 32.2%. These findings have practical application in universities in integrating the Havruta method to their classes.

中文翻译：

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在课堂上应用 Havruta 方法的效果：“普通物理与实验 2”课堂中针对学习者变量的研究

贡献： 本文旨在探索使用 Havruta 方法预测大学课程有效性的学习者变量。 背景： 本文是针对韩国 K 大学“普通物理与实验 2”课程的 105 名学习者进行的。 研究问题： 从以前的研究中选择自变量和因变量来预测 Havruta 方法在大学课堂中的有效性。 方法： 描述性统计，如频率和平均值，用于分析受试者的一般特征，Pearson's $r$ 用于检查所有变量之间的相关性。通过多元回归分析评估了预测学习满意度和流量的变量。发现：结果表明，自变量“对学习机会的开放性”显着解释了 16.1% 的学习满意度。加上“学习的主动性和独立性”，他们在解释学习流程方面发挥了 32.2% 的重要作用。这些发现在大学将 Havruta 方法整合到课堂中具有实际应用。