• Communications of Mathematical Education
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• v.36 no.2
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• pp.201-227
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• 2022

The purpose of this study was to develop an instrument measuring mathematics anxiety suitable for Korean High school students. In order to achieve this study purpose, the study was conducted according to the procedure of setting components of mathematics anxiety, developing questions, and verifying validity and reliability. First, in order to set the components of mathematic anxiety, previous studies on mathematic anxiety. Through this, six factors of mathematic anxiety were derived. Next, new questions were developed for each of the six constituent factors. The 122 questions were revised and supplemented through two content validity tests, and the final instrument for mathematics anxiety consisted of 49 questions of 6 factors. Finally, to verify the validity and reliability of the measurement instrument for mathematics anxiety, a survey was conducted on 1,848 students from 16 universities in Seoul and the metropolitan area. Next, a validity analysis was conducted with the 1,645 responses, excluding students who answered that there was no mathematics anxiety. As a result of exploratory factor analysis, 15 out of 49 questions were removed. Six factors were named individual characteristics, pressure on achievement, abstraction in mathematics, teaching and learning style, parental attitudes, and cumulative mathematics subjects. As a result of confirmatory factor analysis, the model fit was found to be appropriate, and the convergence validity and discriminant validity were found to be good.

• Journal of Korean Home Economics Education Association
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• v.22 no.1
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• pp.97-115
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• 2010

The purpose of this study was to analyze the frequency, level, and location of Bloom's cognitive domain questions in the middle school home economics(HE) text books applied to the 7th curriculum. Analyzed textbooks were selected 15 textbooks per a grade produced from 5 publishing firms. The result of this study followed: First, the biggest number of questions belonged to Bloom's cognitive domain in HE: text was in 1st grade (36.9%), following 2nd(33.6%) and 3th(29.5%). Most questions the HE textbooks according to Bloom's cognitive domain consisted of those about the understanding(28.9%), application(28.3%) and knowledge(21.8%). Second, in case of the location of questions, the subcategory of Questions after Reading occupied 49.2% of all in Bloom's cognitive questions, the case of Questions During Reading was 36.7%, and the subcategory of Questions Before Reading was 14.1%. The rate of understanding questions was the highest as 43.2% in the Bloom's cognitive domain, and the application questions' rate were 28.4%. Analyzed the questions located in questions, the result showed that application-level questions in textbooks were the highest with 36.7%, Regarding to the questions located after Reading, the knowledge question occupied the highest with 33.4%, and next was the understanding questions(26.8%), following the application questions(21,7%).

• East Asian mathematical journal
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• v.31 no.2
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• pp.145-165
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• 2015

The purpose of this study is to suggest how to go about teaching and learning secondary school algebra by analyzing problem-solving ability and problem-solving process through algebraic reasoning. In doing this, 393 students' data were thoroughly analyzed after setting up the exam questions and analytic standards. As with the test conducted with technical school students, the students scored low achievement in the algebraic reasoning test and even worse the majority tried to answer the questions by substituting arbitrary numbers. The students with high problem-solving abilities tended to utilize conceptual strategies as well as procedural strategies, whereas those with low problem-solving abilities were more keen on utilizing procedural strategies. All the subject groups mentioned above frequently utilized equations in solving the questions, and when that utilization failed they were left with the unanswered questions. When solving algebraic reasoning questions, students need to be guided to utilize both strategies based on the questions.

• The Journal of the Korea Contents Association
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• v.10 no.7
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• pp.438-448
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• 2010

This study is aimed for a scale of assessing the work performance, educational operations, and so on of preschool teachers by the peers. It has been previously discussed the studies of scale assesment of preschool teachers, however, the scale assesment had been a self-assesment or a transitory assesment by the senior teachers and principals only. This study is developed to assess the preschool teachers through the peer- teachers. Peer-assesment has strong points that to assess the teachers constantly can be more accurate, the assessment result can be used as the basic material for peer scholarship, and it can give the preschool teachers an opportunity to be recognised on tasks. There are 51 questions are developed to assess the peers. 9 sections total; 1) 6 questions on body human nature 2) 6 questions on view on career 3) 3 questions on self-development 4) 4 questions on curriculum planing 5) 12 questions on administering and managing 6) 6 questions on understanding children 7) 4 questions on managing a class 8) 7 questions on work performance 9) 3 questions on teaching practice. Each section is surveyed by 150 preschool teachers, and the all questions are analysed statistically appropriate of a scale(validity of contents, validity of surveyors, inter-item consistency) and appropriate of each section. It is known this peer assesment of preschool teachers is an appropriate scale.

• Korean Journal of Community Nutrition
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• v.7 no.1
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• pp.86-91
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• 2002

An analysis for a period of 15 months (from September 2000 to November 2001), of the nutrition counseling internet site, “Dietnet” served by the Korean Society of Community Nutrition, showed the following results. Nutrition counseling was conducted without charge by 50 professionals, including professors in the food and nutritional areas, medical doctors, and dietitians. Counselees consisted of mostly females under 30 years of age. Although two thirds of the users of this site asked questions anonymously, they were very sincere. They asked questions mostly related to their own concerns, but there were quite a few inquiries about their parents or grandparents. There were significant differences in the counseling contents depending on the ages of the counselees. Teenagers showed the highest interest in height growth and weight control, whereas people in their twenties were mostly interested in diseases, foods, and weight control. Those over the thirty made inquiries mostly about diseases. The most frequent questions were relevant to gastrointestinal, circulatory and hepatic diseases. As indicated above, counseling questions included of a variety of both comprehensive and specific questions. There were also quite a few questions related to decisions on the correct usage of specific foods. Therefore, we recommend that more professionals, such as food science majors, medical doctors who practice western and oriental medicine, and other professionals who specialize in psychological behaviors related to weight control and infant food habits be recruited to serve the site more effectively and intensively. In light of the further need for internet sites with nutrition counseling and delivery of nutritional information to the public, nutritionists capable of managing websites are also required.

• Journal of Digital Convergence
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• v.19 no.4
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• pp.339-347
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• 2021

The purpose was to analyze the trend of sport pedagogy in secondary teacher certification examination based on the secondary teacher qualification criterion in Korea Institute for Curriculum and Evaluation since abolition of multiple-choice questions from 2014 to 2020. The result showed the questions for sport pedagogy were 48 question since 2014, and found 83 sub-questions. The implications are as follows. First, the frequency of sub-questions in sport pedagogy has increased, causing an integrated question. Second, the serious unbalanced issue of questions for examination was presented. Third, dependence on specific domains was excessively high. Fourth, the confusion caused by the overlapped domains with the content knowledge of physical education subject was intensified. Therefore, evaluation factors based on 2016 KICE classification table should be clear and field application questions should be developed.

• Journal of Engineering Education Research
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• v.9 no.3
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• pp.22-36
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• 2006

This paper is aimed to design for qualification structure and criteria for preparation of qualification test of computer operation engineer. In this study, a DACUM(Development A curriculum) method job analysis to extract contents such as task range, grades or ranks, eligibility, examination standards, selection criteria of examination questions, examination methods, etc was done by an job analysis committee composed of 7 specialists in the industry and academia. In the first place, this report presents job analysis models by procedures for developing selection criteria of examination questions of computer operation engineer. The first step is preparation for job analysis(data research, interviews and selection of experts), the second step the establishment of job models(first expert council and site study), the third step the drawn-out of knowledge, skills, and tools(the second expert council and site study), the fourth step the selection of courses and subjects(the third expert council), the fifth step the establishment of guidelines for making questions(the third site study).

• Journal of the Korean Data and Information Science Society
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• v.20 no.6
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• pp.1075-1083
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• 2009

The scientific research method went through construction of hypothesis and collection of data by experiment or observation and abstracting the hypothesis based on the experience which uses the data. The statistical methodology plays an important role in this process. The method which acquires a data becomes an initial process of abstraction and a survey research using structured questionnaires is a basic tool. After the data is acquired, the high-class statistical techniques such as the regression analysis and the linear structural equation model are used to abstract a hypothesis. By the way, from time to time the concepts which have become abstractive do not help us to understand an actual phenomena, rather it is need to extract some knowledge from questions themselves. In this article, we review the well known statistical methods providing the ways of finding core questions which possibly answer a researcher wants to know. We deal with course evaluation data as an example and try to set up the strategy for improving course evaluation.

• Journal of Physiology & Pathology in Korean Medicine
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• v.23 no.1
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• pp.180-185
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• 2009

We are developing the methods for the objective and systematic diagnosis, but in actuality the relativity between a diagnosis of Korean medical doctor to a symptom of patients and the conformity to the expression of the Korean medical diagnostic mechanism is short of the statistical data. so, the questionnaire of Cold-Heat & Deficiency-Excess and a diagnosis of Korean medical doctor and a result of the Korean medical diagnostic mechanism, through the relationship of those, we have offered the objective data for diagnostic validity. The study group was 750 volunteers who diagnosed by Cold-Heat & Deficiency-Excess, out of 1475 volunteers who participated in Korean-Western medical examination. We compared the results of the questionnaires for Cold-Heat & Deficiency-Excess patternization through the questionnaire with a diagnosis of Korean medical doctor. we also studied the diagnostic validity for the item of the questionnaire by statistics analysis. It is proper that 9 questions of 16 questions for the Cold, 6 questions of 14 questions for the Heat, 13 questions of 14 questions for the Deficiency, 6 questions of 9 questions for the Excess, and there is close correlation between the questionnaire to the diagnosis. The difference between the questionnaire score is meaningful(p=0.000), this conforms to the diagnosis of the Korean medical doctor, so the questionnaire have the validity. The result of the questionnaire of Cold-Heat & Deficiency-Excess conform to a diagnosis of Korean medical doctor, it carries an important meaning by the measure of diagnosis, and it is necessary for further study for the significance of the medical diagnostic mechanism.

• Journal of Korean Public Health Nursing
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• v.25 no.2
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• pp.244-254
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• 2011

Purpose: The study was designed to develop an instrument to measure risk factor-related deviant behavior (RFRDB) for the elderly. Methods: The preliminary instrument including 52 items to measure the risk factor-related deviant behavior for the elderly was developed through conceptual framework based literature review. The items were reviewed by experts to reveal the Content Validity Index (CVI). Then, construct validity and reliability were tested using factor analysis, comparative groups, and Cronbach's alpha with data from 233 elderly. Results: Among 52 items, 27 questions in the RFRDB instrument were selected from content validity and 21 questions in the final RFRDB were developed from testing validity and reliability. Results of empirical analysis(retest) of RFRDB were supported by 70% congruity with conceptual framework through literature review. The RFRDB has been completed by validity testing by known-group technique. The final developed RFRDB of the elderly has 21 questions each with a 4-point Likert Scale. Conclusion: The RFRDB may be utilized as a measurement to assess the risk of elderly deviant behavior.