• 한국응용과학기술학회지
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• 제35권3호
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• pp.709-718
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• 2018

본 연구는 체육전공 남녀 신입생들을 대상으로 체질량지수(Body mass index; BMI), 신체이미지, 식사태도 및 신체활동량의 차이와 상관관계를 규명하는데 있다. 남녀 체육전공 신입생 595명(남녀: 341 vs. 254)이 본 연구에 참여하였고, 대상자들은 신체이미지(Body sahpe questionnaire; BSQ), 식사태도(Eating attitude test-26; EAT-26), 및 신체활동(International physical activity questionnaires; IPAQ)에 대한 설문지를 작성하였다. 체질량지수에 따라 분류하였을 때 정상체중은 67.2%로 나타났으며, 저체중은 5.4%, 과체중과 비만이 17.8%, 9.6%로 나타났다. 남학생들의 57.7%와 여학생들의 78.7%는 정상체중으로 분류되었다. BSQ 검사 결과 총 대상자 중 불만족의 비율은 48.2%로 나타났으며, 남학생 22.9%와 여학생 82.3%가 불만족으로 나타났다. EAT-26 검사 결과 전체 20.2%가 비정상적인 식사태도를 가지고 있었으며, 남학생과 여학생의 비율은 7.3% vs. 37.4%로 나타났다. 신체 활동량 조사 결과 99%의 대상자들이 활동적으로 조사되었다. BMI, BSQ, EAT-26, 그리고 신체활동량은 남녀 간에 통계적으로 유의한 차이를 보였다. 신체이미지와 식사태도는 남녀 대상자 모두에서 유의한 상관관계를 보였으며, 체질량지수는 남자 대상자들에서만 신체이미지와 식사태도와 유의한 상관관계가 있었다. 그러나 신체활동량은 남녀 모두에서 다른 변인들과 상관관계가 없었다. 결론적으로 체육전공 대학생들의 신체불만족과 비정상적인 식사태도의 비율이 높으며, 신체이미지의 불만족이 높을수록 비정상적인 식사태도를 가지고 있는 것으로 조사되었다. 따라서 이에 적합한 교육과 사회적 인식의 전환이 필요할 것으로 사료된다.

• 한국간호교육학회지
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• 제3권
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• pp.7-25
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• 1997

Using the self-evaluation test proposed by D. Girdano, et al., the psycological, and biological causes and personality factors of the stress of the nursing students of K university in local county are measured and analyzed. As fundamental data to overcome these kinds of stress, the overall stress profiles are proposed. The results of this study are ; 1) The freshman group is very susceptible to the stress due to the behavior type and anxiety-reactive personality. 2) The sophomore group is very susceptible to the stress due to frustration, the behavior type and anxiety-reactive personality. 3) Two groups are not susceptible to the stress due to diet and noise. Since the stress is the multi-dimensional phenomena, it is necessary to reduce these stress that the life style of each Individual students be changed and the curriculm and the teaching methodology in nursing school be developed.

• 한국과학교육학회지
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• 제32권9호
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• pp.1470-1488
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• 2012

This study examined changes in the quality of written arguments produced by freshman students in general chemistry laboratory classes using the SWH approach over a semester; difference in the quality of written argument between the original writing template (year I) and the extended writing template (year II); and any difference between Total Argument and Holistic Argument scores. 140 writing samples from 14 students on the year I and 228 samples from 19 students on the year II were collected. Results indicated that despite fluctuations, the students were producing stronger argument by the end of semester compared to the beginning of the semester. Original SWH template group received significantly higher argument scores than extended SWH template group. For the most of year I laboratory investigations, there was no significant difference in the quality of argument between Total Argument and Holistic Argument scores. An implication of this study would be to provide opportunities for students to practice constructing arguments using the original SWH writing template including questions, claims, evidence, and reflection.

• East Asian mathematical journal
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• 제33권4호
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• pp.467-482
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• 2017

This paper studies the relationship between the college entrance examination scores and college mathematics achievements of the freshman, who are the students of college of technology and management in Yanbian University, by employing statistical analysis. First of all, we start from the correlation analysis of the majors and regions of students. Secondly, with gender and region as the classification, we divide the sample into two parts and test the mean significance, and we find that not only different gender but also different region have significant differences to college mathematics achievements. Thirdly, we use the college entrance examination scores as independent variable, and college mathematics achievement as the dependent variable to establish regression model. The model provides a realistic basis for the education department of our school, and provides reference value for the other major research.

• 공학교육연구
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• 제24권5호
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• pp.46-52
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• 2021

This study introduces the development and application of instructional materials for a micro-UAV (unmanned aerial vehicle) design and manufacturing program in university education for freshman/sophomore students. The ADDIE methodology was applied to the development of educational materials, which consist of 15 lessons including the aircraft design theory, 3D CAD modeling, 3D printing production, and UAV flight control. The validity of the program was evaluated with 8 expert panels. A total of 82 participants from engineering and social science grouped the 16 teams for the creative UAV wing design and cooperative interactions. The results of overall program satisfaction survey was measured highly as the average 4.54 (out of 5), so that the students were content with the professional engineering knowledge, 3D digital tools, and the opportunity to design and manufacture airplanes on their own. In conclusion, it can be confirmed that the developed program is effective for UAV education for junior level college student.

• 공학교육연구
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• 제26권6호
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• pp.40-50
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• 2023

This study is to examine the validity of assessing basic-level proficiency in physics among incoming engineering freshmen through item analysis and standard setting. For empirical analysis, we examined the physics subject taken by the freshman class of 2021 at K University, considering its significance for engineering students. In this study, we initially performed item analysis utilizing both classical test theory and item response theory. Subsequently, leveraging the item and test information, we employed a modified Angoff method and the Bookmark method for standard setting. Consequently, the difficulty level initially set during item development was found to be higher than the actual performance level exhibited by the students. This study highlights a discernible disparity between the expected university standard and the real proficiency level of incoming freshmen in terms of basic academic ability in physics. Based on these research findings, a comprehensive discussion on the fundamental academic competence of engineering students was conducted, underscoring the necessity for formulating a tailored learning approach leveraging the outcomes from the basic ability test.

• 벤처창업연구
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• 제11권5호
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• pp.91-104
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• 2016

본 연구는 창업교육이 대학생들의 창업에 대한 인식을 높이고 상황에 맞는 역할을 할 줄 아는 유연하고 창의적인 인재를 양성하기 위하여, 본 연구에서는 SCH대학교에서 신입생 대상으로 실시한 기업가정신 교육을 받은 학생들을 대상으로 설문조사를 실시하였으며, 회수된 설문지는 SPSS와 SmartPls 2를 이용하여 분석되었다. 분석 결과, 첫째, 성취욕구와 학업적 자기효능감은 학습몰입과 기업가정신이 학생들이 창업교육을 받음으로써 미래의 삶과 자신의 목표를 위하여 달성 가능한 목표를 세우고, 예측가능 하지 않은 문제들을 해결하는데 도움이 될 수 있다는 관점에서 이루어져야 한다는 것을 제시해주고 있다. 둘째, 창의성은 학습몰입에 유의한 영향을 미치지 않으나, 기업가정신은 창업교육에 참여하는 학생들의 창의성이 높을수록, 학습몰입보다는 기업가정신이 더 높아진다는 것을 의미한다. 셋째, 학습몰입은 기업가정신에 유의한 영향을 미치나, 창업의도에는 직접적으로 유의하지 않으나, 기업가정신은 창업의도는 창업교육으로 인하여 학습몰입이 높은 대학생일수록, 기업가정신이 높아지고, 그 결과 창업의도가 높다는 것을 의미한다. 마지막으로, 본 연구의 한계점 및 향후 연구방향은 표본이 SCH대학교의 1학년 학생들만을 대상으로 연구되었다. 향후 창업교육을 시행하고 있는 모든 대학교의 참여 대학생들을 대상으로 연구하여 비교분석할 필요가 있다.

• 한국어교육
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• 제28권3호
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• pp.127-152
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• 2017

The purpose of this study is to clarify the perception and educational needs of international college students regarding the culture of college life. A questionnaire was given to international college students who are studying at universities in Korea. The results showed that international college students need to study about the culture of college life and had a perception that it is desirable to learn this through general education classes or freshman subjects after entering university. Also, the culture of college life can be divided into nine categories: bachelor's system; career and employment; university support centers and systems; interpersonal relations; departmental events; housing and living expenses; freshmen's events; exchange activities and programs; and cultural experience activities. International college students showed higher learning needs in order of career and employment; cultural experience activity; and bachelor's system. In addition, the characteristics of the learners showed different educational needs according to year of study and Korean language proficiency. The significance of this study is to specify the items of the culture of college life required for international college students, to measure the validity and reliability of these items, and to categorize the elements of the culture of college life.

• International Journal of Advanced Culture Technology
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• 제12권1호
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• pp.182-189
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• 2024

Many South Korean universities highly value and place much investment on the development of students' characteristics as their core competency, offering corresponding educational initiatives and programs. The present study specifically evaluated the level of characteristic competency among freshmen at C University, in which characteristic development is at the central to the institution's core competency. The researchers conducted the study to utilize the findings to inform the design of liberal arts courses and extracurricular programs. The study recruited 210 freshmen at C University in Changwon, South Korea. To ensure anonymity of the respondents, an online questionnaire was administered during the data collection period (i.e., between December 5th and 7th, 2022) with a total of 201 faithful responses finally analyzed. The results showed an average characteristic competency level of 4.21 out of 5 among the freshman participants. Notably, the highest score was ranked in the 'righteous domain' (4.27±0.66), whereas the 'behavioral domain' scored the lowest (4.08±0.77). These findings provide valuable insights for the development of educational programs that aim to promote characteristic competency among university students. The implications of the findings are further discussed.

• 대한간호학회지
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• 제5권1호
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• pp.31-40
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• 1975

A study on public health education curriculums of 14 universities located in Seoul city was carried out from Oct. 15 1974 to Nov. 15 1974. The data were obtained from 11 universities bulletins & 3 universities administration officers. The contentments of public health were obtained by the interview with the teaching professors on the syllabuses. The results were as follows: 1. General Public health topics were taught at 4 universities (28.6%) out of 14 universities & 129 departments (25.3%) out of 509 departments. General public health education were taught at 2 universities (28.6%) out of 7 universities with medical school of the colleges of education 2 collages (18.2%) had the public health education in the curriculums. 2. Academic administration of Public health education by universities 2 hrs for 2 credits were allocated at 2 universities (50%), while 4 hrs for 2 credits at the rest universities (50% ), Pubic health education were taught as an essential general education at 4 universities. Public health education were taught in freshman course at 2 universities in senior course at 2 other universities. Text books on public health education were chosen at 2 universities and at other 2 universities, just references were introduced to students. Contents of public health education. In two universities teaching programs of public health were undertaken & in other two universities no particular leaching programs were undertaken. And contents of tuberculosis, V. D. & communicable disease control Pregnancy & delivery, precaution ok post paestum maternal & child health were taught at 4 universities. Contents of health & college students, alcohol tobacco & coffee, chosen of sports were taught at few university. 3. General public health education instructors: The instructors were consisted of 13 men(81.2%) & 3 women (18.8%) Physicians were 11 (68.8%), nurses 2 (12.5%) & others 3(18.7%) Full time instructors were 7 (43.7%) part time instructors 9 (56.3%) Position & organization instructors belong to ; instructors (75.0%) had the teaching position in universities & research workers & others were 3 (18.8%) & medical practitioner was I(6.2%) 4. Public health & home nursing education by general home economic departments. Home nursing & public health were taught as an compulsory general education program in 10 departments 50.5% & as an alternative major course in 7 departments (35.0%) 2 hrs for 2 credits were allocated at 9 departments (45.0%) while eve. 4hrs for 4credits were 8 departments (40.0%).