• Communications of Mathematical Education
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• v.23 no.2
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• pp.197-230
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• 2009

The purpose of the study was to reveal the current situations and suggest some ideas to improve the mathematics education of magnet high schools in Korea. Magnet high schools were founded to offer special professional education for students who are interested in a specialized area. Students were selected based on their abilities and potentials in those fields. In Magnet high schools, the curriculums were constructed based on these objectives. Also close connections were established with universities through professional education. However, many magnet high schools are facing difficulties to chase two rabbits at the same time. Those are university admissions and specialized education for near future employment. Furthermore, increasing number of students who want to study at the university level cause more difficulties. The results of the study indicated several suggestions to improve current situation of the magnet high schools.

• 대한공업교육학회지
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• v.40 no.1
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• pp.40-63
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• 2015

The purpose of this research is to identify internal and external factors that affect specialized technical high school students' career decision status. It then uses career decision types to predict the variables which have the impact on emotional aspects of specialized technical high school student who feel comfortable or uncomfortable after career decision in order to help specialized technical high school students choose their career. The subject of this study consist a total of 809 male and female students attending specialized technical high school located in South Korea. Data were analyzed to investigate the types of career decision status of specialized technical high school students using the SPSS 21.0 program. The results obtained through the study were as follows. Types of career decision status of specialized technical high school students were divided into four groups based on career decision status and types of emotional state. Results showed the decision-comfort(51.3%), decision-discomfort(25.6%), indecision- discomfort(15.3%), indecision-comfort(1.3%) in order. Social support were selected as variables affecting the comfort and discomfort of two groups and the determining factor which distinguished four groups. Result of the analysis showed that social support has statistically significant impact on whether it was decision or not and comfort or not. But career decision-making self-efficacy has no big impact on career decision types. Taking all results of this study together, we can see that specialized technical high school students feel comfortable and they decide the career, but still many students feel uncomfortable on their decision after deciding their career. It suggests the need of development and operation of program about emotional status of career decision which can help specialized technical high school students prepare their career comfortably after they decide on the career, and the need of segmented career counseling approach including social support group.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.20 no.2
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• pp.173-179
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• 2019

This study aimed to provide basic data for the development of education programs on food hygiene attitude and personal hygiene management of high school students by type of school. From July 16 to October 15, 2015, questionnaires were distributed to 30 students per grade at 16 high schools in Chungcheongnam-do, and a total of 1214 questionnaires (excluding unrecurring and insufficient questionnaires) were processed using SPSS (ver 18.0). As a result, academic high school students answered more checking food's shelf life when they bought it in the store(3.79, 3.60), not eating the cooked and heated food after keeping without heating(2.85, 2.98), and storing food in the refrigerator in accordance with its characteristics(3.90, 3.76) than specialized high school students. Academic high school students were found to be more careful than specialized high school students, to wash hands before meals(3.66, 3.52), after went to toilet(4.30, 3.95), in the right way(3.63 and 3.45), and to go around less during meal time(2.19, 2.43) and to go to the toilet less often during meal time(2.28, 2.47). In this study, academic and specialized high school students showed significant differences in food hygiene attitude and personal hygiene management, and academic high school students had significantly better food hygiene attitude and personal hygiene control than specialized high school students. but still need to be improved. Therefore, it is suggested that education on food hygiene attitude and personal hygiene management should be strengthened according to the type of school.

• 대한공업교육학회지
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• v.37 no.2
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• pp.77-98
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• 2012

The purpose of this study is to investigate what kind of activities by specialized highschool students who have a sense of learned helplessness do after school, and then to inquire if there would be any of differences between their school activities and after school activities. The students in J specialized highschool for vocational education, located in D city participated in the program of improving learning motivation for students with learned helplessness. We selected 15 out of them as the subjects who were judged to be suitable for this study through 'Convenience sampling'. The research methods of this study is qualitative research methods by observation and in-depth interviews. The results are as in the following. First, daily activities after school of the specialized highschool students with learned helplessness can be divided into 3 groups; leisure activities, learning activities, and sustenance activities. Most of the students spend a lot of time doing leisure activities such as playing with a computer, watching TV, doing something with their friend, and killing time. Secondly, the character of daily activities after school of the specialized high school students with learned helplessness is different from that of the students' school activities connected with their daily activities after school. Based on the results we need to consider the character of the students' daily activities after school so as to help the students with learned helplessness, especially in specialized school.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.17 no.9
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• pp.570-577
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• 2016

The purpose of this study is to investigate the food hygiene and safety awareness of academic and specialized high school students, in order to provide basic materials characterization and demonstrate the need for differentiated food hygiene safety education by type of school in the Chungnam area. This study shows that the academic high school students attach more importance to Food Hygiene and Safety than the specialized high school students, but that the latter think it is easier get information about food safety and are more confident in choosing safe food than the former. Regardless of the type of school, 50.5% and 49.3% of the students believed that the safety of the agricultural and livestock products and processed food distributed for sale in the country is acceptable, respectively. 40.7% and 17.2% of the students answered that school food hygiene safety education is required and strongly required, respectively. Compared to the specialized high school students (average 3.17), the academic high school students (average 2.81) responded that they did not receive sufficient food safety education. Those students who were confident in choosing safe food showed a positive correlation with those who were confident in the hygienic handling of food (r = .662) and with those who have sufficient education on food safety (r = .504). We suggest that different food hygiene safety education is needed by academic and specialized high school students until they have sufficient confidence in the hygienic choosing and handling of food.

• Journal of Science Education
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• v.41 no.3
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• pp.281-296
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• 2017

The purpose of this study is to explore the science learning motivation of technical high school students through comparison with general high school students. 596 high school students and 1063 general high school students participated in the study. Three statistical methods were used for data analysis: two-way ANOVA, independent sample t-test, and Pearson correlation analysis. The results showed that the interaction between school type and grade had a significant effect on the difference of students' motivation for science learning. There was a significant difference in learning motivation among general high school students according to academic year, while there was no significant difference between first and second grader of technical high school students. Especially, technical high school students showed low level of science learning motivation compared to the students in general high school. The correlations among five motivational factors of science learning motivation were also significantly lower than that of general high school students. Lastly, the result of correlation analysis between science motivation and academic achievement showed that second year students in technical high school had less correlation coefficients than the first year students. Given these results, it is necessary to develop a educational strategy for enhancing science learning motivation of technical school students. We will discuss the direction of science education for technical high school based on our findings.

• 대한공업교육학회지
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• v.45 no.1
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• pp.84-102
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• 2020

During the period of rapid industrial growth, specialized high schools were important vocational education institutions trained specialists and technicians. But now, specialized high schools turned into high schools where the low-ranking students who were pushed out of the competition for admission due to a decline in the education population, changes mostly in labor demand in the labor market, and discrimination against skilled workers. In order to solve this problem, the middle school 3rd grade teachers in charge of the middle school can provide early career guidance, so that they can decide to go to the specialized high school according to their aptitude and talent rather than their grades. The purpose of this study is to investigate the relationship between general characteristics and perception of middle school 3rd grade teachers, and the rate of decision to enter specialized high school. In 2018, The middle school 3rd grade teachers in charge in Daejeon metropolitan city were selected. The results of this study were as follows: When 3rd grade teachers in charge are the male teachers 21.01%(M=.2101) of their students go to specialized high schools. When they are teachers who have not graduated from college of education(M=.2110), with doctoral degree(M=0.3064), of their students go to specialized hight schools. Finally, there was a significant positive relationship between perceptions of high school teachers (β1 = .245, p = .000) and high school graduates (β2 = .149, p = .027). The regression equation derived from this is y = -0.56 + 0.037 * β1 + 0.025 * β2 10.1% (R² = 0.101).

• Journal of Korean Home Economics Education Association
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• v.34 no.2
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• pp.21-40
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• 2022

This study was conducted to survey students' current eating behavior and nutritional knowledge to provide researchers with basic data that can help students with positive, practical, and healthy eating habits. For this purpose, a self-administered questionnaire was distributed to students of a vocational high school located in Gyeongsangnam-do. A total of 270 questionnaires were collected from a convenience sample and the data were analyzed using SPSS Version 25.0. The results are as follows. First, 57.40% of students lived with "parents," and 55.56% of students' household monthly income levels were "Low." Second, as for the eating behavior of the subjects, the students who ate 'two meals' a day showed the highest at 64.81%, 'one meal' occupied 17.41%, and those who ate one meal a day, 'School cafeteria' was the eating place most frequently mentioned (65.96%). Third, when students were classified based on their nutritional knowledge levels, "High" group comprised 37.78%, "Moderate" group 37.41%, and "Low" group 24.81% of the total students. Regarding the experience of nutrition education, 64.44% answered 'no experience of nutrition education' in the last 12 months, and among the 35.56% of students who had received nutrition education, 72.92% received the education from school teachers. Based on these results, to prevent problems with the eating habits that can occur to vocational high school students, organic cooperation between families, schools, and local communities is required. Furthermore, full support from the government is needed. In addition, more efforts are needed for practice-oriented dietary education so that nutritional knowledge can be converted into correct eating behavior.

• 대한공업교육학회지
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• v.40 no.2
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• pp.92-110
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• 2015

The purpose of this study is to provide necessary information to understand characteristics of vocational high school students and to enhance academic engagement through social support of teachers, leading to help research of teaching and learning strategy. A survey was conducted on 990 engineering major students attending 11 vocational high schools in Seoul metropolitan, Chungcheong, Jeolla, Kyeongsang and Kangwon regions. A questionnaire consists of measurement tools for the academic engagement (21 questions) and the social support of teachers (25 questions). The findings of this study are as follows: First, it is found that the level of students' academic engagement was high. But it appears that the students showed low engagement of emotion compared with that of behavior and cognition. There was no level difference according to gender, but there was a considerable difference according to a school year. The first year students' level of engagement was higher than the second and the third year students' in terms of cognition and emotion. Second, it shows that the level of the teachers' social support was normal, which was in the order of appraisal support, instrumental support, informational support, and emotional support. Especially, the level of appraisal support and instrumental support was most. Third, there were correlation and explanation between students' academic engagement and teachers' social support. Moreover, the result that teachers' emotional support has high correlation and explanation in qualitative terms of academic engagement support the importance. Therefore, it is concluded that the social support of teachers can make an positive influence on improving the academic engagement of students and provide students with adaptability and satisfaction with their school life, which may give students a positive effect in emotional development, self-formation, and complement.

• 대한공업교육학회지
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• v.43 no.1
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• pp.41-57
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• 2018

The purpose of this study is to help research and application about effective strategies to improve school adjustment of students by investigating the influence of specialized vocational high school students' emotional intelligence on school adjustment. A survey was conducted to 760 engineering major students at the vocational high schools from 18 vocational high schools of 5 major metroplex. A questionnaire consists of measurement tool for emotional intelligence (40 questions) and one for school adjustment (20 questions). The findings of this study are as follows: First, students with high emotional intelligence showed a higher level of school adjustment than students with lower emotional intelligence, and they also has a higher standard in all sub factors of school adjustment, Second, it is found that the explanatory power of emotional intelligence on school adjustment is 33.6%. It means the higher the emotional intelligence of the students, the higher the school adjustment, so it can be seen that emotional intelligence might be one alternative that increases school adjustment for specialized vocational high school students. Furthermore, emotional intelligence shows the greatest explanatory power to peer relationship in school adjustment sub factors. This is showed that students with high emotional intelligence have good peer relationship than students with lower emotional intelligence relatively. Also, it can be known that school adjustment is high because the better peer relationship is, the higher self-efficacy, class immersion, resilience and so on are.