• The Journal of Asian Finance, Economics and Business
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• v.8 no.2
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• pp.563-570
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• 2021

The importance of cooperative financial management is expected to be able to encourage the needs of the community especially towards the supervision of cooperatives and human resources. The study was conducted aiming to determine the effect of human resources, financial attitudes, and coordination on cooperative financial management. Research with quantitative methods. The study was conducted with multiple regression methods, while the sampling technique was based on a random sample of samples with the data collection method using a survey method in the form of a questionnaire that was measured with a Likert scale. The method of determining the research sample is done by calculating the Slovin formula, determining the research sample of 166 cooperatives in Buleleng Regency, Bali Province. The results of the research prove that partial human resources have a significant positive effect on cooperative financial management, financial attitude variables have a significant positive effect on cooperative financial management and coordination variables have a significant positive effect on cooperative financial management. The results of this study can be stated that the better the financial management of cooperatives, better will be the impact on cooperative growth so that the need for more competent resources in cooperative management.

• Journal of Korean Elementary Science Education
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• v.19 no.1
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• pp.29-39
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• 2000

The purpose of this study was to investigate the effect of cooperative skill training on elementary school students' science achievement and self-esteem. Three different groups were used in this study. For the two treatment groups, cooperative loaming strategies were used and the one control group, traditional instruction was used. One of the treatment group was trained cooperative skills before the instruction. A total of 120 children sampled from 5th graders of a elementary school. All groups were taught about the change of the weather and structure of the plants. After the instruction a researcher made science achievement test and questionnaire of self-esteem were administered. The data analysis consisted of a 3(instructional strategies)×3(learning ability level) ANCOVA on the score of the achievement and self-esteem. The ANCOVA results revealed that there were significant main effect in the scores of achievement and also significant interaction effect between the instructional strategies and learning ability. The performance of high-level students in two treatment groups was higher than that of students in the control group, but the performance of high-level students with cooperative skill training was not higher than that of students without cooperative skill training. However, the performance of medium and low-level students with cooperative skill training was higher than that of students without cooperative skill training. The significant main effect was also found in the self-esteem but there were no significant interactions between the instructional strategies and learning ability. The academic self and social self of students with cooperative skill training was higher than that of students without cooperative skill training.

• Journal of Korean Home Economics Education Association
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• v.13 no.3
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• pp.131-146
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• 2001

The purpose of this study were to develop cooperative learning lesson plan for middle school home economics class and to identify the effect of cooperative learning on students\` self-esteem. The content of lesson was chosen from the food and nutrition section of home economics textbooks for middle school. The main structure of the lesson plan stems from $\boxDr$Lesson Plan Guide of Structuring Cooperative Learning Lesson Plan for Teachers$\boxUl$ by D. Johnson. R Johnson and E. Holubec. Various kinds of references including media reading materials cooperative group activity reports and cooperative group activity checking lists were newly developed according to the content of lesson. Eight hour lesson plans were developed and applied to 2nd grade middle school students and pre-test and post-test were taken to test the effect of Johnson\`s cooperative learning method on students\` self-esteem. Students at a Middle School located in Seoul were divided into two grouts, the three classes as experimental group and the other three classes as control group. The data were analyzed by ANCOVA using SPSS/WIN program. As a result, the hypothesis that the degree of self-esteem of the experimental group is higher than that of control group was adopted (P.(001). Among the sub-factors of self -esteem. the global self-esteem and the social-peer self-esteem scores of the experimental group were higher than that of the control group(p.(001 each). but the school-academic self-esteem score was not different (p> .05) According to the post-experiment free-style report. student as a dynamic subject could get initiatives and interests in home economics class more effectively by cooperative learning. Therefore, it could be said that cooperative learning has positive effect on the promotion of students\` self-esteem and is considered to be a good teaching method of home economics subject.

• Journal of the Korean earth science society
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• v.25 no.5
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• pp.327-335
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• 2004

The purpose of this study was to investigate the effect of cooperative skill training on problem based learning for elementary school science class. Two experiment groups were involved, in which problem based learning model was used and control group, in which traditional instruction was employed. One of experiment groups was trained in cooperative skills before the instruction. The results demonstrated a significant main effect in the scores of achievement and a significant interaction effect between the instructional strategies and learning ability level. The performance of high-level students in the two experimental groups was higher than that of control group. However, the performance of medium and low-level students trained with cooperative skills training was higher than that of students without cooperative skills training. A significant main effect was also found in self-esteem, but there was no significant interaction between instructional strategies and learning ability. Therefore, this study suggests that cooperative skills training is of great importance for minimizing the free-rider effect and increasing collaborative interaction in cooperative learning.

• The Journal of the Korea Contents Association
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• v.14 no.6
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• pp.491-498
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• 2014

Programming learning tend to improve the high thinking ability by experiencing problem solving process through programming recently, There are the previous studies that small group cooperative learning has the effect of the learning that is based logical thinking and creativity, while programming learning has relied on individual learner's thinking and principles traditionally. In this paper, it was verified the effect on improving the problem solving ability to perform by the small cooperative learning group in a problem solving process of programming learning. For this, it was developed and applied a model that include small cooperative learning group based on the problem solving 5 steps. The results of this study showed that the small cooperative learning group has positive effect of the problem solving ability in programming learning and has no relationship with cognitive style.

• The Journal of the Korea Contents Association
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• v.21 no.5
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• pp.746-754
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• 2021

This study intended to identify the relationship between cooperative learning competency and personality, and to evaluate how creativity mediate this relationship. Participants were 123 university students in Busan, the collected data was analyzed using Model 6 of SPSS PROCESS Macro. The results indicated as follows. First, cooperative learning competency, creative ability, creative disposition, and personality all showed a significant positive correlation. Second, it was found that cooperative learning competency had a significant effect on personality. Third, the mediating effect of creative ability wasn't found to be significant in the relationship between cooperative learning competency and personality. Fourth, the mediating effect of creative disposition was found to be significant in the relationship between cooperative learning competency and personality. Fifth, in the relationship between cooperative learning competency and personality, the sequential mediating effect of creative ability and creative disposition was confirmed.

• Journal of Korean Society of Industrial and Systems Engineering
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• v.43 no.1
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• pp.79-86
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• 2020

The effects of R&D investment on innovation such as patents and intangible assets, and the effect on the corporate performance such as revenue and profit growth, were analyzed using path analysis. In particular, this study compared and analyzed the performances of non-cooperative R&D and cooperative R&D. The results of this study are summarized as follows. First, R&D investment has a significant impact on innovation performance. This supports the existing research results. Second, patents have a significant impact on intangible asset growth. Third, in the case of corporate groups carrying out cooperative R&D, intangible asset growth forms a significant causal relationship with revenue growth. Fourth, in case of cooperative R&D, intangible asset growth has a significant mediating effect between patent and revenue growth. Like the existing research, the results of this research support the innovation performance of R&D investment. It also supports the existing argument that the results of cooperative R&D are more favorable to increase corporate value. However, unlike the existing research, we found a path leading to increased revenue through patents and intangible assets, and confirmed that such a path is likely to be achieved through cooperative R & D rather than internal R&D.

• Journal of the Korean Society of Earth Science Education
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• v.8 no.1
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• pp.87-97
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• 2015

This study is to find out that the effect of class applied Jigsaw cooperative learning to self-directed learning skills and task commitment. This study has been aimed at 2 class 66 students pre-service teachers who take "Science and study of teaching materials I" enrolled in B University of Education located in B city. This study targets to 2009 revision of elementary school science curriculum of changes in earth's surface(3-1), the volcano and earthquakes (4-1), the solar system and the stars (5-1), the motion of the Earth and the Moon (6-1) sections. Clarify the subject of study for implementing a research topics are as follows. First, What is the effect of class applied Jigsaw cooperative learning to self-directed learning skills? Second, what is the effect of class applied Jigsaw cooperative learning to task commitment? Third, what is awareness of class applied Jigsaw cooperative learning? Results of the study were as follows: First, class applied Jigsaw cooperative learning was effective in improving self-directed learning skills. Second, class applied Jigsaw cooperative learning was effective in improving task commitment. Third, in the course of discussion, students got consideration for others with leadership in their discussion was good in the class applied Jigsaw cooperative learning discussion. There was a response that they would like to do the class continually.

• Journal of Korean Home Economics Education Association
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• v.10 no.1
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• pp.137-151
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• 1998

The purpose of this study is (1)to develop the teaching plan based on Cooperative Learning approach and (2)to investigate the effect of students'Interest on Subject matter and Teaching method and Attitudes to others of the area of Foreign food in Home Economics class. Among those various types of Cooperative Learning's models, this study adopted 'Learning Together'developed by Johnsons. To investigate these purpose, subject matter were analyzed and reconstructed for Cooperative Learning. The tests were developed to evaluate the interest on the Subject matter and teaching methods, and the attitude to others of the students. 108 femail high school students were divided into two groups with 54 students-traditional learning condition, Cooperative Learning condition-and had a 5 session. The subject of the class was Foreign food including Western, Chinese, and Japanes food. Before and after the class, students were tested. The statistical methods used for the study methods used for the study were t-test. The research findings are as follows : When the students in the Cooperative Learning classes were compared before and after the test, (1)Interest on Subject matter were improved considerably(p〈.001) (2)Interest on Teaching methods were improved considerably(p〈.05) (3)Attitude to Others were improved considerably(p〈.001) Therefore when the teaching-learning model based on Cooperative Liarning was used in Home Economics class, their interest on the subject and teaching methods and attitude to others were improved.

• Journal of the Korean Society of School Health
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• v.35 no.3
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• pp.113-122
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• 2022

Purpose: The purpose of this study was to identify the effects of applying jigsaw cooperative learning to basic nursing practicums on self-directed learning ability, self-efficacy, and learning outcomes. Methods: This study was based on a non-equivalent control group design, and the subjects were nursing students. The study allocated 30 people in the experimental group and 30 people in the control group, and jigsaw cooperative learning was applied to the experimental group for 2 hours every week for a total of 8 weeks. The traditional educational method was applied to the control group. The collected data were analyzed using SPSS v26.0. Results: The experimental group to which jigsaw cooperative learning was applied showed statistically significant differences in self-directed learning ability (F=4.49, p=.038), self-efficacy (F=6.15, p=.016), and learning outcomes (F=19.48, p<.001) compared to the control group. Conclusion: By applying jigsaw cooperative learning to basic nursing practicums, this study confirmed its effect not only on the effective domain such as self-directed learning ability and self-efficacy, but also on learning outcomes in the practical domain. We propose future studies apply jigsaw cooperative learning to various practice classes to achieve learning outcomes that focus on cultivating students' practical capabilities.