• Journal of Labour Economics
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• v.41 no.2
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• pp.61-88
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• 2018

This paper examines the impact of internal migration on wage growth among college graduates using Propensity Score Matching methods. We define migration as moving between Seoul Metropolitan Area (SMA) and non-SMA based on the locations of graduates' first and second jobs. We also take the direction of migration into account for examining the wage premium in SMA. In order to estimate the impact of migration on wage growth, we use the Graduate Occupational Mobility Survey (2010GOMS) coupled with other supplementary data such as College Scholastic Ability Test score and local characteristic variables. The results reveals that graduates moving from SMA to non-SMA do not experience significant wage growth. However, we find that graduates moving from non-SMA to SMA experience an increase in their monthly wage about 170,000~186,000 KRW on average (9.5~10.3% of their monthly wage on the first job).

• Journal of Fisheries and Marine Sciences Education
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• v.27 no.1
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• pp.184-197
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• 2015

The purpose of this study is to analyze the trends that the Fishery and Shipping Department teachers at specialized vocational high schools have noticed about the characteristics of the applicant pool taking the College Scholastic Achievement Test(CSAT) since the vocational education division was first introduced in the CSAT in 2005. In addition, surveyed data from the study is highly desirable for researchers to understand the changes in the characteristics of the applicants for the fishery and maritime department in the CSAT. This study not only provides solid improvement on the selection of questions for the CSAT but also facilitates in the process of writing contemporary and relevant exam questions. The survey included 76 Teachers from 12 High School of Fisheries and Shipping Industry. The results were as follows. First, the reduction in the number of applicants for Fishery and Maritime department in the CSAT after 2010 is due to the new governmental policy that encourages students in vocational schools to find employment rather than pursuing further education. Second, the biggest group of students who forgo taking the CSAT after 2010 is those with high marks at school. Third, prediction of outcome after declining to take the person for the time being would be kept to a minimum sustained was staring personnel at some point.

• KDI Journal of Economic Policy
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• v.37 no.sup
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• pp.65-85
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• 2015

Park et al. (2012) examined the impacts of coeducation in high school on the college scholastic ability test using random assignment in Seoul high schools. However, the student random assignment in Seoul within a school district was performed only within 30 min commutable areas using public transportation and Park et al. (2012) did not aware of this rule. This paper reexamines the question by matching nearest two single sex schools with a coeducation school within a school district. We found single sex school students achieve higher test score than that of coeducation school for both male and female. The magnitude of test score improvement for female is smaller than that of Park et al. (2012). However, the magnitude for male is bigger than that of Park et al. (2012).

• Journal of The Korean Association For Science Education
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• v.14 no.2
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• pp.214-224
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• 1994

The Ministry of Education established the plan to adopt a new college enterance examination system, so called Scholastic Ability Test for college, from 1994. The National Board of Educational Evaluation had carried out 7 experimental trials for the new examination system. Eventhough, the governmental officials advertised the purpose and characteristics of the new examination system, many students and parents did not understand the essential point very well. In this study the researcher tried to analyze the 7 trial examination items and the first Scholastic Ability Test for college carried out 1993. In this study, the researcher tried to find out all the items appeared in the 7 trials. In the analysis, all the individual items from the 1st trial to the 7th trial were used. The research results showed that the items were evenly distributed in all the four areas(Physics, Chemistry, Biology and Earth Science) of science content; however, they were heavily concentrated on data or information analysis categoris in the inquiry domain. In the domain of context, laboratory context was the major item context. The scores were also analyzed. The results showed that no significant difference between male and female students. However, science track students showed higher achievement scores than the non-science track student. The examination result showed high correlation with the tests routinely have carried out in schools. The over all analysis showed the new examination system showed very different characteristics to the conventional tests. Therefore, for the student to get successful result in the Scholastic Ability Test, they should change the way of study. They should try to understand scientific concepts rather than to memorize them. They should invest their time to carry out real experiments rather than to focus on the princples and laws of science. One of the most important thing would be for the student to apply what they learned to real life situations.

• Journal of The Korean Association For Science Education
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• v.25 no.2
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• pp.79-87
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• 2005

We compared algorithmic problem solving and conceptual understanding of chemistry with three types (algorithmic, pictorial- and wordy-formatted conceptual) of problems. The familiarity, confidence, and preference to the three type of problems were also examined. The chemistry problem solving ability test was administered to 228 students from two top high schools in the province of Gyeonggi who were preparing the chemistry examination among the four optional subjects (biology, chemistry, earth science, physics) for enter university. After administrating the chemistry problem solving ability test, the degree of familiarity to some problems and the degree of confidence of their answers in a Likert scale were asked to the students. Besides, the students were asked to place preference to the type of problems in order. The students scored better on the algorithmic problems than on the conceptual problems (pictorial and wordy problems), and were also most familiar with the algorithmic problems. The students were more confident of their answers on both of types pictorial and algorithmic problems, and preferred pictorial problems rather than both of types algorithmic and wordy problems.

• Journal of the Korean earth science society
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• v.40 no.1
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• pp.9-23
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• 2019

Super-refraction of radar beams tends to occur primarily under a particular vertical structure of temperature and water vapor pressure profiles. A quality control process for the removal of anomalous propagation (AP) ehcoes are required because APs are easily misidentified as precipitation echoes. For this purpose, we collected X-band polarimetric radar parameters (differential reflectivity, cross-correlation coefficient, and differential phase) only including non-precipitation echoes (super-refraction and clear-sky ground echoes) and precipitation echoes, and compared the echo types regarding the relationships among radar reflectivities, polarimetric parameters, and the membership functions. We developed a removal algorithm for the non-precipitation echoes using the texture approach for the polarimetric parameters. The presented algorithm is qualitatively validated using the S-band Jindo radar in Jeollanam-do. Our algorithm shows the successful identification and removal of AP echoes.

• The Journal of the Korea institute of electronic communication sciences
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• v.13 no.6
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• pp.1323-1332
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• 2018

The purpose of this study is to analyze the level of Media Information Literacy of international students in K-university, who attend the courses in which the classes are delivered only in English. A survey was carried out to find out the level of media information literacy. In order to verify the validity and reliability of the measurement result gathered from the responses, an item analysis was carried out with SPSS21.0, a statistics analysis software, and the diversity of utilizing media information literacy was also measured according to the factors of each analysand group. The analysis result gathered through ${\chi}^2-test$, a frequency analysis tool, shows that international students use domestic media information literacy mainly for daily life activities such as the internet shopping and the bank transaction.

• Journal of Society of Preventive Korean Medicine
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• v.23 no.2
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• pp.53-65
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• 2019

Objectives : The study was aimed to analyze the College Scholastic Ability Test (CSAT) test-takers' favor of entering Korean Medicine college and their perception toward the Korean Medicine. The study will present information that can be used for university administrator and in medical education field. Methods : A questionnaire was developed, comprising categories about the favor of entering Korean Medicine college, the experience and reason of receiving Korean Medicine healthcare treatment, and the perception toward the Korean Medicine. Face validity and content validity of the developed questionnaire were tested before survey. Then the questionnaires were distributed to 168 CSAT test-takers. Results : The most positive reason of entering Korean Medicine college is the characteristic of job, while the negative one is of the characteristic of the discipline. Respondents who answered as positive toward Korean Medicine are more than those who answered as negative. The most positive reason of receiving Korean Medicine healthcare treatment and perceiving Korean Medicine positively is because of its medical effectiveness. The most negative reason is responded as et cetera in both categories. Conclusions : The results of the survey may indicate that by promoting recent research progresses in Korean Medicine and benefits from choosing a career as medical professions, more CSAT test-takers will have positive attitude toward Korean Medicine college entrance. Also by promoting the medical effectiveness of Korean medicine to CSAT test-takers, more CSAT test-takers will receive or have positive attitude toward Korean Medicine healthcare service.

• Journal of Practical Engineering Education
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• v.12 no.2
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• pp.363-369
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• 2020

This study intends to examine effects of python education for adolescents. 6 primary studies were chosen through careful search process and investigated through meta-analysis. Research findings were as follows. The total effect size was 0.684. Second, the effect sizes of dependent variables were academic achievement 0.871, cognitive domain 0.625, and affective domain 0.428 in order. Third, for cognitive domain, the effect sizes were self-efficacy 0.833, problem-solving 0.283, computing thinking 0.276, and coding competency 0.251 in order. Fourth, for affective domain, the effect sizes were learning interest 0.560 and programming interest 0.417 in order. Fifth, regarding school level, the effect sizes were middle school 0.851, high school 0.585, and college 0.435 in order. Finally, for subject areas, the effect sizes were mathematics 1.057, design 0.595, information 0.585, and software 0.28 in order.

• Journal of The Korean Association For Science Education
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• v.29 no.6
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• pp.653-665
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• 2009

The purpose of this research is to estimate the chemistry teacher's perceptions of Chemistry I course based on the 7th national curriculum through actual class teaching situations and interviews and teaching guidance of an actual class through a lesson and an interview. For this research, four chemistry teachers who have had an experience teaching the chemistry I course were selected. As the results of the research show, chemistry teachers had the correct understanding of the purpose of the Chemistry I course, but they were teaching the concepts of Chemistry II . They thought the reason for the teaching was the national scholastic aptitude test. But according to analysis, the contents of the previous tests were hardly beyond the limit of Chemistry I course. For this research, the chemistry teachers looked for the purpose of Chemistry I course based on the 7th curriculum only at the superficial views, and the teacher's wrong understanding about the tests disturbed the revelation of the spirit of Chemistry I course of the 7th national curriculum.