• Journal of Gifted/Talented Education
• /
• v.16 no.2
• /
• pp.123-141
• /
• 2006

The purpose of this thesis is to investigate teacher's perception of gifted education and obtains information for the education system for silted children. The questionnaire survey was conducted to 120 teachers for the gifted located in Daejeon Metropolitan city. In this study, the questionaire was made up 50 questions about basic information and a specialty for gifted students including teacher training, teaching instructions, gifted programs, administration for the gifted etc. The result of this study was analyized by SPSS10.0. As a result, The teachers wanted to increase teachers' training for the gifted and to decrease too much extra work. And They asked fixed classes for the gifted. Finally, the present processes of discrimination for the gifted need to be improved.

• The Journal of Korean Institute for Practical Engineering Education
• /
• v.3 no.2
• /
• pp.40-46
• /
• 2011

In accreditation system for engineering education the program educational objectives(PEO) are defined as the goals that the graduates should reach in 3~4 years after graduation. As indirect assessment this paper develops and presents a set of questions to evaluate how important the established PEOs are in the fields and how much the graduates achieves them. The survey was conducted and analyzed to evaluate the degree of importance and achievement of each PEO for the graduates and their employers. The survey results show that the graduates lack in the field of global capacity. A variety of educational programs are needed to create for improving such shortage.

• The Korean Journal of Applied Statistics
• /
• v.28 no.5
• /
• pp.951-963
• /
• 2015

The conjoint analyst in marketing are anxious to know whether there exist synergy or antagonistic effects between two attributes. That is to say, they are interested in estimating the main effects as well as the two factor interaction effects.We research the design of survey questionnaire so that all the main effects and two factor interaction effects are estimable by employing the resolution V balanced Incomplete Block Fractional Factorial Design. We screen vital few effects, find the proper model and obtain information for efficient concepts optimization by analyzing all respondents survey data.

• Journal of Educational Research in Mathematics
• /
• v.22 no.1
• /
• pp.69-99
• /
• 2012

This study aims to develop a highly-reliable inventory for measuring and analyzing the positive psychological experience in math learning. A measurement result provides meaningful information on the strength of students. Elements of positive psychological experience in math learning were extracted by the extensive research on the literature. The result was verified through the open survey. Through this process, the first preliminary questionnaire of 106 items was released, and was revised into the second one of 66 items through a continuous investigation on reliability and validity. Finally, a measurement inventory with 65 questions for testing 'positive psychological experience in math learning' was established.

• Journal of the Korea Convergence Society
• /
• v.9 no.2
• /
• pp.229-239
• /
• 2018

The present study analyzed feedback from prospective teachers on field experiences in terms of their satisfaction and perceptions on the appropriateness of length and timing, benefits, and problems. Data were collected through a survey administered to seniors at a national university of education who completed all of the field experiences the university offered. The survey questionnaire consisted of 25 5point Likert scale questions and 15 open-ended questions. A total of 353 survey questionnaires were distributed, and 326 were returned. Analyses of the data revealed that satisfaction level on field experiences and the appropriateness of length and timing, benefits and problems the participating prospective teachers perceived by the respondents differed according to the types of field experiences. Based on these results, the study discusses implications and provides suggestions for improvement.

• Journal of the Korean Chemical Society
• /
• v.64 no.5
• /
• pp.267-276
• /
• 2020

This study analyzed the level of chemistry teachers' cognition related to two types of acid-base models taught in secondary schools. For the purpose, a questionnaire was developed to identify teachers' cognitions based on previous studies that analyzed the 'Ignorance' of each model. The questionnaire consisted of two items, one related to acid and base reactions and one related to acid and base dissociation, which suggested inconsistencies between the two models. The subjects were 15 chemistry teachers, and as a result, teachers' cognitions were analyzed at four levels. The four levels are: if they don't know the two models, if they only understand one model, if they understand the two models, and perceived the 'Ignorance' of one model, and if they understand the two models and perceived the 'Ignorance' of the two models. The largest proportion of teachers understood the two models and perceived the 'Ignorance' of one model. However, the proportion of understanding the two models and perceiving the 'Ignorance' of the two models was very small. Through this, we argued that efforts to increase the level of chemistry teachers' cognition of the model and 'Ignorance' were necessary.

• Journal of Oral Medicine and Pain
• /
• v.30 no.4
• /
• pp.383-389
• /
• 2005

Xerostomia is defined as a subjective complaint of dry mouth that may be perceived when there is insufficient mucosal wetting. However, the diagnosis and treatment of xerostomia is not that simple because of the fact that the subjective awareness of dry mouth is not always correlated with a diminution in the flow of saliva and there is always a difference between individuals in salivary flow rates needed for normal oral function. In the present study, the aim was to develop a questionnaire to evaluate the dry mouth symptoms and to analyze its reliability and usability as a diagnostic and analytic tool for xerostomia. The questionnaire which consists of 6 Visual Analogue Scale(VAS) type questions to evaluate the subjective oral dryness and 4 questions to evaluate behavior to avoid oral dryness was developed and administered twice with 1 week's interval to the healthy 88 young adults without dry mouth symptoms(44 males and 44 females; mean age was $25.6{\pm}3.1$ years in male and $24.3{\pm}2.1$ years in female). The results were as follows. 1 The intraclass correlation coefficients of 6 questions to evaluate the subjective oral dryness were as significantly high as 0.767 for the degree of oral dryness at other times of the day, 0.850 for the amount of saliva in the mouth, and 0.791 for the degree of effect on daily life due to oral dryness and as high as 0.563 for the degree of oral dryness at night or on awakening, 0.674 for the degree of oral dryness during eating, and 0.641 for the degree of difficulty in swallowing foods. 2. Cronbach's alpha value of 6 questions was 0.982. It can be concluded that the series of questions to evaluate the subjective oral dryness has high internal consistency. 3. Cohen's kappa values of 4 questions to evaluate behavior to relieve oral dryness were as significantly high as 0.850 for the frequency of keeping a glass of water at the bedside and as high as 0.506 the frequency of awakening during sleeping due to oral dryness, 0.419 for the frequency of sipping liquids to aid in eating dry foods, and 0.407 for the frequency of using a candy or chewing gum due to oral dryness. From the results, it can be concluded that the questionnaire consisting of 6 VAS type questions to evaluate the subjective oral dryness and 4 questions to evaluate behavior to relieve oral dryness has reliability of good to excellent level, and that the series of 6 VAS type questions has significantly high internal consistency to evaluate the subjective oral dryness.

• Journal of vocational education research
• /
• v.30 no.4
• /
• pp.143-159
• /
• 2011

The purpose of this study is to develop and validate Inventory of Peer Relation for middle and high school students. First of all, in Study 1, 113 preliminary test questions were developed after reviewing of precedent studies in order to develop the Inventory of Peer Relation for Middle and High School Students. In Study 2, for the factor analysis, the survey was conducted for 600 students in three middle schools and three high schools in Busan to develop a final test, and finally 42 questions of them were selected. In Study 3, correlation analysis with another two inventories of peer relation was conducted to validate the developed Inventory of Peer Relation. The Inventory of Peer Relation developed through this study can be said reliable and valid. We made some suggestions for future studies.

• Journal of Digital Convergence
• /
• v.20 no.1
• /
• pp.71-86
• /
• 2022

The purpose of this study is to develop and validate a scale to measure the ethical awareness of users who accept artificial intelligence technology or service. To this end, the constructs and properties of AI ethics were identified through literature analysis on AI ethics. Reliability and validity were assessed through a preliminary survey(N=273), after conducting an open-type survey to men and women(N=133) in 10s to 70s nationwide, extracting the first questions, and reviewing them by experts. The results of an online survey conducted on men and women(N=500) were refined by confirmatory factor analysis. Finally, an AI technology ethics scale was developed. The AI technology ethics awareness scale was developed with 16 questions in total of 4 factors (transparency, safety, fairness, accountability) so that general awareness of ethics related to AI technology can be measured by detailed factors. In addition, through follow-up research, it will be possible to reveal the relationship with measurement variables in various fields by using the ethical awareness scale of artificial intelligence technology.

• Journal of The Korean Association For Science Education
• /
• v.40 no.3
• /
• pp.253-269
• /
• 2020

This study aims to develop items to diagnose pre-service physics teachers' understanding of the conceptual knowledge of modern physics, based on the achievement criteria presented in the 2015 revised national science curriculum, and to identify the validity and reliability of the newly developed items. Data were collected from 467 pre-service physics teachers in the Physical Education Department or Science Education Department (Physics Education Major) of 15 universities across the nation. In this study the content validity, substantive validity, the internal structure validity, generalization validity, and the external validity proposed by Messick (1995) were examined by various statistical tests. The results of the MNSQ analysis showed that there was no nonconformity in the 23 items. The internal structure validity was confirmed by the standardized residual variance analysis, which shows that the 22 items was unidimensional. The generalization validity was confirmed by differential item functioning (DIF) analysis about groups lectured or not modern physics/quantum mechanics. In addition, item analysis and test analysis based on classical test theory were performed. The mean item difficulty is 0.66, mean item discrimination is 0.47 and mean point biserial coefficient obtained was 0.41. These results for item parameters satisfied the criteria respectively. The reliability of the internal consistency of the KR-20 is 0.77 and the Ferguson's delta obtained was δ = 0.972. By Rasch model analysis, the item difficulty (item measures) was discussed.