• Proceedings of the Korean Operations and Management Science Society Conference
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• 1996.10a
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• pp.131-134
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• 1996

본 연구의 목적은 수업의 효과를 측정할 때 수업평가 설문을 통하여 각 질문의 단순한 결과를 나열하여 비교하기보다, 수업평가 설문의 모든 질문에 대한 요인분석 (Factor Analysis)과 AHP (Analytic Hierarchy Process) 방법을 이용하여 수업효과의 측정을 보다 효과적으로 할수 있는 방법을 제시하고자 한다. 따라서 본 연구는 미국 경영학부 학생들의 수업평가 설문에 대한 요인분석 결과와 동일한 수업평가 설문을 이용하여 숭실대학교 경영학부 학생들의 요인분석 결과를 분석, 비교하였다. 또한 AHP를 이용하여 한국학생들의 수업효과에 대한 이들 요인들의 상대적 가중치를 조사함으로써, 수업효과 향상을 위한 주요한 요인들을 찾고자 하였다. 본 연구의 수업평가 측정에 사용된 설문지는 조지아 주립대학에서 사용하고 있는 UC-Berkely Instrument로 1(전혀 그렇지 않다)부터 5(매우 그러하다)의 5점 척도를 이용한 33개의 질문항목으로 이루어져 있다. 미국 조지아 주립대학 경영학부 학생들의 요인분석 결과는 다음과 같은 6개의 요인으로 나누어져 있다. (Appendix A): (1) Organization and Clarity, (2) Communication Ability, (3) Grading and Assignment, (4) Interaction with Student, (5) Intellectual/Scholarly, and (6) Student Motivation. 숭실대학 경영학부 학생들의 요인분석 결과는 미국의 경우와는 달리, (1) 수업준비 및 강의방법, (2) 시험 및 성적평가, (3) 비주입식 교육방법, (4) 교수-학생간의 인간적인 관계, (5) 숙제 및 과제물과 같은 5가지의 요인으로 구성되어진 것으로 분석되었다. 특히 한국학생을 대상으로 하여 AHP를 이용하여 각 요인들의 수업효과에 대한 상대적 가중치를 조사하였다. 특이한 결과는, 미국학생의 경우 수업준비 및 강의 방법이 상대적으로 중시된 반면, 한국학생들은 미국학생들이 비교적 덜 중시하는 교수-학생간의 인간적인 관계가 수업효과를 높이는데 가장 큰 기여를 하는 것으로 나타났다. 본 연구는 한국 문화의 특징이라 할 수 있는 교수-학생간의 인간적인 관계가 중시되는 교육환경하에서, 정보화 사회의 한 수업형태인 재택수업을 외국(특히 미국)의 방법을 그대로 따라 실시할 경우, 많은 부작용이 있을 수 있다는 것을 암시하며, 따라서 우리 교육문화에 맞는 재택수업 형태의 개발이 시급함을 제시한다고 하겠다.

• Asia Marketing Journal
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• v.4 no.1
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• pp.77-100
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• 2002

본 연구는 대학 환경특성이 전반적 서비스품질, 서비스가치와 학생만족에 어떠한 영향을 미치는가에 대한 구조적 관계를 설정하고 이를 실증적으로 검증하였다. 저자들은 선행연구와 학생들과의 토의를 통하여 학생만족을 결정짓는 변수들을 24개로 선정하였다. 요인분석 결과, 교수/교육과정, 교육시설, 학내외 활동/위치, 교육지원서비스, 편의시설, 수업료의 6개 요인이 도출되었다. C 대학교의 463명의 학생으로부터 수집된 자료는 Lisrel 8.3을 이용하여 분석되었다. 실증분석 결과, 요약과 시사점은 다음과 같다. 첫째, 교육시설 요인이 전반적 서비스품질에 정(+)의 유의적 영향을 미치는 것으로 나타났다. 둘째, 학내외 활동/위치 요인이 전반적 서비스품질에 정(+)의 유의적 영향을 미치는 것으로 나타났다. 셋째, 교육지원서비스 요인이 전반적 서비스품질에 정(+)의 유의적 영향을 미치는 것으로 나타났다. 넷째, 교수/교육과정 요인이 전반적 서비스품질에 정(+)의 유의적 영향을 미치는 것으로 나타났다. 다섯째, 전반적 서비스품질이 지각된 서비스가치에 정(+)의 유의적 영향을 미치는 것으로 나타났다, 여섯째, 전반적 서비스품질이 학생만족에 정(+)의 유의적 영향을 미치는 것으로 나타났다. 일곱째, 지각된 서비스가치가 학생만족에 정(+)의 유의적 영향을 미치는 것으로 나타났다. 이러한 본 연구의 결과는 대학환경특성과 학생만족 간의 관계에 있어서 전반적 서비스품질과 서비스가치가 매개역할을 한다는 것을 의미하는 것이다. 연구의 마지막에서는 관리적 시사점과 미래의 연구방향이 제시되었다.

• Journal of the Korean School Mathematics Society
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• v.15 no.3
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• pp.487-509
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• 2012

This study, in order to contribute to improvement of the affective domain for mathematics which is one of the largest issues of mathematics education, examined the background variables influencing mathematics anxiety of middle/high school students. As the result, the middle school students showed a greater level of anxiety than the high school students did, and especially the anxiety level according to environment factor and learning strategy factor was high. Also, male students showed overall a greater mathematics anxiety than female students did, and both group of students showed a higher anxiety level according to environment factor and learning strategy factor. Besides, the greater the time spent on private education was, the higher the mathematics anxiety level, and in test/performance factor, the group with low self-initiated learning time showed a higher level of mathematics anxiety compared to other two groups. Among four subfactors of mathematics anxiety test, the students overall scored lowest in anxiety for test/performance factor, and highest in environment factor.

• The Journal of the Korea institute of electronic communication sciences
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• v.10 no.1
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• pp.117-124
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• 2015

This study explored the determinant variables of physical health of the high school students in Korea. Specifically, it explored how the sociodemographic characteristics factor, school factor, delinquent behaviors factor of the students affect their physical health using the 2012 Korean Youth Health Risk Behavior On-line Survey. Using the case of 36,889, this study conducted frequency analysis, t-test, F-test, and multiple regression analysis. As the result of total multiple regression analysis, gender, father's educational level, sibling(s), economic status, grade, academic record, problem drinking, drug use were statistically significant determinant variables of physical health of the high school students in Korea. Also, it delivered some implications for enhancing their physical health.

• Communications of Mathematical Education
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• v.18 no.3 s.20
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• pp.149-161
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• 2004

영재교육 프로그램 참여와 관련하여 학생들의 수학학습실태를 분석하고 암묵적 이론의 관점에서 영재교육 프로그램 참여학생들의 수학학습활동에 영향을 주는 요인은 무엇이고 어떻게 구성되어 있으며, 이러한 동기화 요인의 구성은 비슷한 학령의 일반학생 및 과학고등학교에 재학중인 학생들과는 어떤 차이가 있는지를 밝히는데 주된 목적을 두고 있다.

• Journal of Korean Library and Information Science Society
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• v.48 no.2
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• pp.323-344
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• 2017

Despite the close relatedness of the factors for reading motivation and book selection, few researchers have examined these factors together in a single study. To deal with this dearth of research, this study was designed to explore factors of motivation for reading and book selection of high school students comprehensively. The authors conducted in-depth interviews with fifteen high school students and analyzed their responses in order to identify the meaningful factors. The findings of this study reveal the five major factors: (1) characteristics of information sources, (2) school and learning environment, (3) individual factors, (4) home environment, and (5) social environment. In particular, the five types of factors seem to have a combined effects on reading motivation and book selection. The findings also suggest that one's reading motivation is a prerequisite for his/her book selection; however, the reading motivation does not always lead to book selection. The results of this study may deepen our understanding of reading behavior of high school students, which can be used in reading instruction and designing new programs.

• Journal of The Korean Association For Science Education
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• v.33 no.6
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• pp.1237-1247
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• 2013

The purposes of this study are 1) to revalidate the developed Measuring Instrument Systems Thinking and 2) to compare systems thinking skills between gifted and non-gifted high school students. For the test, 116 gifted science students and 553 non-gifted students were sampled from high schools. Exploratory factor analysis and confirmatory factor analysis were performed and Independent t-test was performed using the average of the two groups. The finding of the exploratory factor analysis indicated 5 factors in the model with 4 items per single factor. The result of confirmatory factor analysis was generally appropriate and acceptable (5 factor model: ${\chi}^2/df$ : 2.765, TLI=.907, CFI=.929, IFI=.930, RMSEA=.044). The reliability for 20 items turned out to be high because the Cronbach's alphas were at .875 and .693~.751 per each factor. In addition, the result of t-test showed that systems thinking skills among gifted science students were significantly higher than non-gifted students. This study could be expanded to measuring systems thinking with qualitative research tools and to various school levels.

• Journal of Korean Elementary Science Education
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• v.40 no.3
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• pp.366-389
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• 2021

The purpose of this study is to extract the factors that compose the image of science teacher desired by elementary school students in inquiry-based instruction and analyze the structural associations between them. Factors that compose the image of science teacher desired by elementary school students in inquiry-based instruction were extracted through exploratory factor analysis (EFA). Based on the findings of EFA, the questionnaire has been further analyzed using confirmatory factor analysis (CFA). In addition, based on the factor structure identified through factor analysis, we comprehensively analyzed the image of science teacher desired by elementary school students in inquiry-based instruction. As a result of EFA, five factors were identified which compose the image of science teacher desired by elementary school students in inquiry-based instruction: namely, teaching strategy, assessment strategy, prior guidance, understanding students, learning development. The CFA results showed a relatively strong correlation between teaching strategy and learning development, teaching strategy and understanding students. As a result of a comprehensive review of students' perception of the image of science teachers in inquiry-based instruction based on the extracted factor structure, students perceived that it is important for science teachers to run inquiry-based instruction by reflecting their understanding of students. Students also perceived importantly that science teachers run inquiry-based instruction using effective teaching strategies and proper evaluation strategies.

• Journal of Korean Elementary Science Education
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• v.42 no.4
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• pp.577-590
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• 2023

This study explored types of failure encountered by elementary school students during the engineering design process and how they coped with them. To achieve this goal, we developed and taught engineering design lessons on water shortages to four fourth-grade classes, observing and interviewing seven focus groups. Our analysis revealed that student failures can be categorized into two main types: those caused by cognitive factors and those influenced by environmental factors. While cognitive failures are typically within students' control, environmental factors are beyond their reach. Our findings also showed that students tended to avoid discussing the root causes of failure and instead relied on ad hoc solutions. Additionally, some students lowered their expectations for success to avoid failure. Based on our findings, we offer practical recommendations for educators to help students learn from their failures in a constructive manner.

• Journal of The Korean Association For Science Education
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• v.39 no.2
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• pp.161-171
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• 2019

The purposes of this study are: 1) to verify the systems thinking factor structure of elementary school students and 2) to compare systems thinking according to their preferred subjects in order to get implications for following research. For the study, pre-tests analyze data from 732 elementary school students using the STMI (Systems Thinking Measuring Instrument) developed by Lee et al. (2013). And exploratory factor analysis was conducted to identify the factor structure of the students. Based on the results of the pre-test, the expert group council revised the STMI so that elementary school students could respond to the 5-factor structure that STMI intended. In the post-test, 503 data were analyzed by modified STMI and exploratory factor analysis was performed. The results of the study are as follows: First, in the pre-test, elementary school students responded to the STMI with a test paper consisting of two factors (personal internal factors and personal external factors). The total reliability of the instrument was .932 and the reliability of each factor was analyzed as .857 and .894. Second, for modified STMI, elementary school students responded a 4-factor instrument. Team learning, Shared Vision, and Personal Mastery were derived independent factors, and mental model and systems analysis were derived 1-factor. The total reliability of the instrument was .886 and the reliability of each factor was analyzed as .686 to .864. Finally, a comparison of systems thinking according to preferred subjects showed a significant difference between students who selected science (engineering) group and art (music and physical education). In conclusion, it was confirmed that statistically meaningful results could be obtained using STMI modified by term and sentence structure appropriate for elementary school students, and it is a necessary to study the relation of systems thinking with various student variables such as the preferred subjects.