• The Korean Journal of Elementary Counseling
• /
• v.8 no.1
• /
• pp.1-13
• /
• 2009

The purpose of this study was to develop a group bibliotherapy program for improvement of elementary school students' self-esteem and to examine its effects. The subjects in this study were 20 children who were selected from 120 sixth graders at H elementary school in Gwangju Metropolitan city. They are randomly allocated at experiment group(n=10) and control group(n=10). Twelve sessions were administrated to experiment group for group bilbiotherapy and each session had run 40 minutes. Data were collected through the self-esteem inventory which was originated from Coopersmith's Self-Esteem Inventory(1967) and Chang(2001) translated and modified and the researcher remodified for this study. The collected data were analysed through ANCOVA. Research results were as followings. First, the experimental group showed a significant increase in the level as compared with the control group. Second, the experimental group showed significant increase in the level of general Self-Esteem, social Self-Esteem, homely Self-Esteem, but showed no significant increase in the level of schoolwork Self-Esteem as compared with the control group. The results showed that the group bibliotherapy has significant effect on the improvement of elementary school students self-esteem.

• Journal of the Korean earth science society
• /
• v.38 no.6
• /
• pp.438-447
• /
• 2017

The purpose of this study was to investigate the effect of specialized thematic science club activities on the students' scientific attitudes. The subjects of this study were ninety students from two high schools in Korea. The study group consisted of forty experimental groups and forty six science clubs with no special topics. The mean, standard deviation, t-value, and significance were compared with the corresponding sample t-test. First, specialized thematic science club activities showed positive effects on students' scientific attitude. Although the average scores of the scientific attitudes of the experiment group and the control group were improved before the operation of the club, the increase of the experimental group which operated the specialized topic was larger than that of the control group and there was a statistically significant difference. In the analysis of sub-elements of scientific attitude, the increase of the experimental group was larger than that of the control group. There were no statistically significant results in the control group, but the experimental group showed significant differences in openness, creativity, and cooperativeness among the subordinate factors of scientific attitude. Second, to investigate the effects of the specialized thematic science club activities on the scientific attitude in school, family, and social situations solving the problems of daily life as well as solving the science problems, there was no significant difference within the group, but there was a statistically significant difference between the experimental group with the specialized topic and the home and school situation. This result indicated that the scientific attitudes required to solve problems in the home and school have improved positively.

• Journal of The Korean Association For Science Education
• /
• v.32 no.5
• /
• pp.879-889
• /
• 2012

This study aims to investigate the effect of inquiry-based biology program of pre-service science teachers' perceptions on the nature of science and their affective domain of science. For the study, sixty-seven pre-service science teachers were sampled from students who enrolled in the 'Biology Laboratory', Spring semester, 2011. The experimental group taught by inquiry-based experiment and control group by observation-based experiment were composed. At the beginning and end of semester, pre- and post-tests on the nature of science and affective domain of science were administered. The average scores of experimental group were higher than those of control group in the post-test of the nature of science, but there were no significant differences between both groups (p>.05). For the post-test results of both groups' affective domain of science, the experimental group showed significantly higher scores than the control group in self-efficacy in science, importance of science, and importance of science for careers (p<.01). The inquiry-based biology program did not influence pre-service science teachers' perception on the nature of science, while it was effective for positive changes on pre-service science teachers' affective domain of science.

• Journal of the Korea Society of Computer and Information
• /
• v.16 no.12
• /
• pp.297-304
• /
• 2011

This study was to analyze the learning effectiveness of multi-media based class by comparing with traditional classroom method. The "Distribution Working Subject" course that is one of the required courses of Vocational high school was selected and its contents were digitalized on MS Powerpoint for multi-media based class. The thirty students were sampled for each experimental and control groups. The homogeneity and learning achievement of sample groups were tested for experiment. Same teacher took the classes of two groups and delivered same contents of course. Only difference between two groups was the delivery method, one is traditional classroom teaching method and the other was the multi-media based class. The learning achievements and satisfaction of sample were post-tested in order to analyze the learning effectiveness by comparing two teaching methods. The results showed that there was a significant difference between experimental and control group in learning achievement after ANCOVA controlled pre-test as covariance(F=5.08, p<.05). It means that the learning achievement of multi-media based class was higher than that of traditional classroom group. The results also showed that a significant difference in students' satisfaction between two groups (t=5.57, p<.001). This study concluded that using multi-media in class could produce more learning achievements and satisfaction of students than traditional classroom method.

• Analyses & Alternatives
• /
• v.6 no.2
• /
• pp.155-183
• /
• 2022

The purpose of this study is to econometrically analyze the negative impact of the May 18 Democratic Uprising on the Gwangju/Jeonnam regionional economy using the Synthetic Control Method (SCM). The SCM SCM is a methodology similar to the difference-in-difference(DID) method of microeconometrics. It is applied to macroeconomic variables such as country, region, etc. to estimate the causal relationship between specific events and the dependent variable. In this study, as of 1980, local tax revenue data of metropolitan local governments were used as a proxy variable for the economy of the region, and the impact of the May 18 Democratic Uprising on the economy of Gwangju/Jeonnam region was analyzed through various socio-economic indicators. In this study, data were used to analyze from 1971 to 2000, and as a result of empirical analysis, local tax revenues in Gwangju/Jeonnam area were less collected than normal routes up to 17%. In addition, the significance of this analysis was confirmed through in-time placebo effect analysis and in-space placebo effect analysis, which are methods of analyzing the robustness of the control group synthesis method.

• The Korean Journal of Elementary Counseling
• /
• v.11 no.1
• /
• pp.35-49
• /
• 2012

The purpose of this study was to examine the influence of self-encouragement activities on elementary students' adaptation to school life. Two classes were sampled among 5th grade at Y elementary school in Gwangju Metropolitan city. One class was assigned to experimental group and the other class was assigned to control group. Experimental group had 8 sessions of self-encouragement activities. To prove the effect of self-encouragement activities, data were collected through pre and post test on adaptation to school life of the students, and were analysed via ANCOVA. The results of this study are following; First, the experimental group had improved significantly in school adaptability than the control group. Second, there was showed significant improvement in teacher-student relationship adaptation, peer relationship adaptation, classwork adaptation, school rule adaptation in the experimental group.

• Korean Journal of Childcare and Education
• /
• v.11 no.1
• /
• pp.249-267
• /
• 2015

This study aims to examine the effect of child-centered group play therapy on the improvement of withdrawn preschool children's daily stress, anxiety, peer interaction and EEG variation. The research subjects are 12 children of 3-5 years of age who are over 65T in the social-withdrawal scale of KPRC(Korean Personality Rating Scale for Children). They were recommended by class teachers due to the withdrawal behavior at D kindergarten in Seoul. The experimental group received 12 sessions of the child-centered group play therapy program, twice a week for 35 minutes. But the control group did not receive any of the child-centered group play therapy program. To verify the effects of the program, a Mann-Whitney-U test of the non-parametric was preceded and homogeneity between the two groups was verified. Also, a Wilcoxon's signed-rank test was conducted to check on the pre-to-post changes of daily stress, anxiety, peer-interaction and EEG variation by using SPSS 18.0. The results of this research showed that the child-centered group play therapy program decreases daily stress and anxiety, while it increases positive peer-interaction and the EQ of withdrawal children. The result of this study serves as a baseline data about the effects of child-centered group play therapy for withdrawal children with emotional difficulties.

• 대한공업교육학회지
• /
• v.36 no.1
• /
• pp.167-190
• /
• 2011

The purpose of this study is to identify the effect of problem solving with task-based activities on understanding of major concepts and learning attitude in 'Applications of ICT' subject. In teaching the 4th class of 'Applications of ICT' subject, problem solving with reasoning task-based activities are used for the experimental groups and instructor-oriented teaching for the comparative groups. The results are as follows: First, no meaningful difference was found in the pretest result of concepts of ICT, while posttest found that the students with problem solving with reasoning task-based activities in experimental group marked average 5.87 point higher than the control group and showed meaningful difference at significance level p<.05. Dividing concepts about Information Communication Technology into four domains, there were no meaningful difference between two groups in the concept test about communication principles and methods and network, while the test results about the other two concepts, that is, expressions and patterns of information and compositions and types of communication network, showed the meaningful difference at significance level p<.05. Second, the research proved that the experimental group with problem solving with reasoning task-based activity teaching, compared to the control group with lecture, showed desirable change in learning attitude. From the results, the solving with reasoning task-based activity model is better teaching-learning method compared to lecture, revealing positive change in understanding major concepts of information and communication technology and learning attitude.

• The Journal of the Korea Contents Association
• /
• v.15 no.2
• /
• pp.542-551
• /
• 2015

The purpose of this study is to examine how Korean college students perceive and produce American English vowels /i, ɪ, eɪ, ${\varepsilon}$, ${\ae}$, ${\alpha}$, ɔ, oʊ, ʊ, u, ʌ/ embedded in CVC words, and further to examine the relationship between perception and production of the target vowels. Forty-two participants who are English major/double major were divided into 2 groups under different conditions: the control group took only theoretical lessons about English phonetics and the experimental group took 4-week phonetic training lessons in addition to the theoretical ones. The result of the pretest revealed that the two groups showed strong correlations between perception and production. However in the post-test, both of the two groups had no correlation between the two elements. The two groups showed changes in the correct percentage in the post-test and this had the influence on the correlations between perception and production. The control group showed the fluctuation in perception, whereas the experimental group showed improvement in production, and these changes in the post-test had an influence on the correlations between perception and production. Based on this analysis, pedagogical implications were discussed and limitations of the study were also described.

• The Journal of Korean Association of Computer Education
• /
• v.23 no.3
• /
• pp.59-64
• /
• 2020

This study conducted a 15-week experiment on 236 students who took a major in engineering to find out the impact of learning through flipped learning on their academic performance. Previous flipped learning studies have largely been tested on learning motivation or learning satisfaction through questionnaires, and few have compared academic performance differences. Therefore, it is necessary to identify the increase and decrease in academic performance in the flipped learning classroom. Studies have shown significant differences that is a big difference between the academic performance of the experimental group appling flipped learning and the control group appling traditional lecture-style classes, and the academic performance of the experimental group was higher than that of the control group. This can be said to have a positive effect on academic performance. Therefore, it is hoped that the flip learning method will be expanded in all curriculums.