• Korean Journal of Child Studies
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• v.27 no.1
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• pp.1-15
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• 2006

The purpose of this study was to examine the reliability and validity of the School Adjustment Inventory for 1st grade elementary school students(SAI-1st Grade). The subjects of this study were 624 first grade children attending 40 elementary schools and 120 first grade teachers of G City. Data were analyzed by Factor Analysis(EFA), Confirmatory Factor Analysis(CFA), Pearson's r and Cronbach's ${\alpha}$. Results of the test on content validity as evaluated by the first grade teachers was high. It was found that the School Adjustment Inventory for 1st graders of elementary school was a reliable and valid measure for evaluating the school adjustment of first grade students.

• Journal of Creative Information Culture
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• v.6 no.3
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• pp.179-187
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• 2020

This study was conducted to verify the effect of convergence education applying computing thinking ability of elementary school students on problem solving ability and interest. The subjects of this study were 23 students in 3rd grade elementary school and 15 students in 6th grade, totaling 38 subjects. As a research method, problem-solving ability and interest were measured through questionnaires, and data were analyzed through T-test to see the pre-post differences of the experimental group. As a result of the study, first, it was found that convergence education applying computing thinking ability had a positive effect on problem solving ability. Second, it was found that convergence education applying computational thinking has a partial effect on the degree of interest by subject. Looking at the details, interest in software education and physical activity was high, but interest in eating habits was relatively low. From the above results, it can be seen that convergence education based on computational thinking contributes to drawing students' problem solving ability, and interest.

• (The) Korean Journal of Educational Psychology
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• v.22 no.2
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• pp.367-384
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• 2008

The purpose of this study was to develop picture testing instrument for measuring children's causal reasoning ability on events that can occur in daily life. The measurement instrument contains three domain of human development; haman behavior domain, human psychology domain, and natural/physical domain. Through this study, researchers designed a concept model based on theoretical framework and prior studies and investigated the reliability and validity of the measurement instrument which was developed in accordance with the concept model. For the empirical validation research, a pretest was conducted to 336 elementary school students in grade 2 to 4 in Seoul. Considering reliability and validity of the developed measurement instrument and factor loadings, researchers sorted out 18 questions. And then 18 question test and KICE Critical Thinking Ability Test was conducted to 509 elementary school students in grade 1 to 4 in Seoul. According to the result of the tests, the researchers sorted out final 12 questions. The Cronbach's alpha, reliability of the children's causal reasoning ability test consisted of the final 12 question, was significant as .72. Also, the result of exploratory factor analysis showed that factors of this test were haman behavior domain, human psychology domain, and natural/physical domain. Moreover, the correlation between the KEDI Reasoning Ability Test(2003) scores and the scores of the test developed in the current study was significant as .55. Finally, the result of the analysis about children's grade differences, the development by discrepancy of age was significant in total points and that of each domain. The children's causal reasoning ability test developed by this study can be useful not only for the evaluation of children's thinking ability but also for screening of the handicapped children in thinking ability development.

• Journal of Korean Elementary Science Education
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• v.20 no.1
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• pp.45-57
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• 2001

The purpose of this study is to guide and apply gettable and accessible materials around everyday life into classroom instruction, and to find out their effects on student academic achievement. In order to achieve it, this study was tried to develop and guide available materials around life in teaming activities, to provide a preliminary assignment that could apply the available materials, and to compare its academic achievement to one from field trip loaming. For the hypothesis testing, first, the experimental and comparing classes were selected based on the results of basic learning diagnostic evaluation, which conducted by the researcher being served as a full-time science teacher of the third and sixth grade of K elementary school in Kwangju for 2 years. Secondly, the instructional use of the available materials around life was applied to the experimental class. Also, the instructional use of the existing materials was applied to the comparing class. Finally, for the testing of the effects on academic achievement, the posterio test was implemented after conducting the experimental instruction in knowledge·understanding, inquiry process, and attitude domains classified by the unit characteristics. Using SPSS/WIN program the t-test was performed in order to compare the differences between the two groups. Major findings were as follows: 1) In the achievement test of knowledge·understanding domain, there were no significant differences at the 5％ level between the experimental and comparing classes. It could be difficult to say, therefore, that the instructional use of the available materials around life was more effective than the instructional use of the existing materials. However, it had some effects on differences between the third grade final achievement test and sixth grade experimental class. 2) In the achievement test of inquiry process domain, there were some significant differences in that the sixth grade experimental class was higher than the third grade out-of classroom experience unit. It was indicated that the instructional use of the available materials around life had some effects on improving the students' inquiry ability 3) In achievement test of attitude domain, there were some significant differences. It was shown that the self-evaluation test of the sixth grade experimental class unit was higher than that of the third grade out-of classroom experience unit; Especially, the learning activities in the experimental class were more active, and the experimental practice ability was improved. It was presented that the instructional use of the available materials around life had some effects on the students' academic achievement in attitude domain. It was concluded from this study that the instructional use of the available materials around life was less effective on Knowledge understanding domain, but was effective on improving their scientific inquiry ability and interest on science education.

• The Transactions of the Korean Institute of Electrical Engineers P
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• v.53 no.3
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• pp.152-157
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• 2004

The purpose of the study was to identify the effects of LT cooperative learning and traditional competitive learning on academic achievement by the level of learning ability in industrial high school students. The results of the study were as follows; the score of posttest of the experimental low grade group was significantly higher than that of control low grade group (p<.05), and the score of posttest was significantly higher than that of pretest in the experimental low and middle grade group (p<.05). Based on these results, it was concluded that LT cooperative learning had positive effect on the enhancement of industrial high school student's academic achievement than the traditional lecture learning. Its effect on high grade students was negative, but its effect was significantly positive on both middle grade and low grade level students.

• The Journal of Korean Academic Society of Nursing Education
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• v.19 no.1
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• pp.33-42
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• 2013

Purpose: The study identified the impact of health status, health promoting behaviors, and social problem ability on college adjustment among nursing students. Method: The subjects consisted of 208 nursing students. Data collected from October to November 2011 were analyzed using descriptive statistics, t-test, ANOVA, Pearson correlation coefficients, and stepwise multiple regression. Result: The mean scores of health status ($3.20{\pm}.56$), social problem ability ($3.20{\pm}.43$), and college adjustment ($2.95{\pm}.57$) were above the average. But health promoting behaviors ($2.31{\pm}.39$) was the average. Health status was significantly different according to grade, dwelling, and academic achievement. Health promoting behaviors was significantly different according to gender. College adjustment was significantly different according to gender, grade, religion, dwelling, reason of nursing department application, and academic achievement. But social problem ability was not significantly different according to general characteristics. Significant correlations were found among health status, health promoting behaviors, social problem ability and college adjustment. Health promoting behaviors, social problem ability, academic achievement, and gender were influencing factors of college adjustment (47.3%). Conclusion: These findings indicate that it is considered to gender, academic achievement, health promoting behaviors, and social problem ability to improve college adjustment of nursing students. Will also reflect the need to develop programs to promote desirable college adjustment among nursing students.

• The Journal of Korean Academic Society of Nursing Education
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• v.26 no.3
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• pp.290-298
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• 2020

Purpose: This study aimed to grasp the correlation between communication ability, empathy, and interpersonal relations among nursing students, and to explore the mediating effect of empathy on the relation between communication and interpersonal relation in nursing students. Methods: Participants were 209 college students in the Department of Nursing at two universities. The data collection period was from October 1, 2019 to November 1, 2019. The questionnaire consisted of measuring tools for general characteristics, communication ability, interpersonal relation and empathy. SPSS/23.0 program was used. The analysis used descriptive statistics, Pearson's correlation coefficient, independent t-test, one-way ANOVA, multiple regression analysis, and Sobel's tests. Results: The communication ability was nursing major satisfaction (t=8.25, p<.001), and last year's average grade (t=7.29, p=.001). Interpersonal relationships showed significant differences in gender (t=2.51, p=.013) and nursing major satisfaction (t=10.99, p<.001). Communication ability and empathy (r=.37, p<.001), communication ability and interpersonal relation (r=.77, p<.001), empathy and interpersonal relation (r=.43, p<.001) showed a significant static correlation. In communication ability and interpersonal relation, empathy had a partial mediating effect (Z=2.97, p<.001), and explanatory power was 62%. Conclusion: To improve the communication ability and interpersonal relation of nursing students, it is necessary to develop a personalized and empathy-enhanced education program for each grade.

• Journal of Fisheries and Marine Sciences Education
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• v.27 no.4
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• pp.1202-1210
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• 2015

The purpose of this study was to analyze the ability level of the occupational Basic Competencies of Fisheries and Maritime(F&M) high school students using F&M basic skills scale. In order to achieve the objectives of this study, the level was analyzed with the Fisheries and Maritime ability scale, comparing each grade level & department. This study was applied to the literature and research methods. This research was conducted collecting preliminary data from 1,113 F&M high school freshman and sophomore students. This survey of 46 questions was used to measure for F&M ability scale-divided into 6 areas-marine vocational ethics, marine information capacity, marine elementary knowledge, marine safety management skill, management & utilization marine life and marine consciousness. The results of this study were as follows; First, in F&M high school students' competencies, marine vocational ethics, marine consciousness was higher, marine information capacity, marine elementary knowledge, marine safety management skill were middle, management & utilization marine life was lower. Second, in the grade level, 5 competencies(marine vocational ethics, marine information capacity, marine elementary knowledge, management & utilization life and marine consciousness) were not different, but 2 Grade was higher than 1 Grade in the marine safety management skill. Third, comparing F&M department, Maritime department were higher than fisheries in 5 competencies. But, fisheries department was higher than maritime in the management & utilization life competencies.

• Journal of the Korean School Mathematics Society
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• v.18 no.3
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• pp.335-352
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• 2015

In this paper, we selected 145 students from engineering college students who took P University's the Scholastic Level Assessment and registered the Basic Mathematics Class among the students who achieved 4th~7th grade in the mathematics B-type of the College Scholastic Ability Test. We compared and analyzed the correlation among the chosen students' grade for the College Scholastic Ability Test, test results of the Scholastic Level Assessment and mid-term test of the Basic Mathematics Subject, type of college entrance and actual condition survey of students in order to derive optimized teaching method for general mathematics subjects which can possibly increase the students' academic ability.

• Korean Journal of Human Ecology
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• v.24 no.6
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• pp.741-753
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• 2015

The purpose of this study was to investigate whether elementary children's time-use and self-regulated learning ability was different according to gender and whether children's gender and time-use effects self-regulated learning ability. Participants were 2,122 children who participated in KCYPS longitudinal study from their first grade to third grade. Time-use was reported by children's parents. Children's self-regulated learning is invented by Yang(2000). Components of self-regulated learning scale was achievement value, mastery goal orientation, action control, academic time management. The major findings were as follows. First, children's self-regulated learning was different according to chidren's gender. Girls' achievement value, mastery goal orientation, academic time management scores were higher than the boys'. Second, children's daily time was different according to their gender. Third, children's daily time-use affected their self-regulated leaning, however children's gender didn't.