• Journal of Technologic Dentistry
• /
• v.41 no.3
• /
• pp.221-232
• /
• 2019

Purpose: This experiment aims to provide the fundamental resources in developing a programme intended to prevent students from dropping out of their academics by promoting students to develop an optimistic psychological state, through analysis of the factors that influence students' commitment to their major. Methods: A self-administered questionnaire was conducted from $19^{th}$ of November of the year 2018, till $1^{st}$ of December of the same year, with dental technology students located in W city as the subject. 261(93.2%) of the participants' responses were used for the final analysis. Results: A negative association between factors of commitment to major and factors of academic dropout decision were portrayed to be of statistical significance (p<.01), and factors of commitment to major that influence dropping out of their academics were shown to be that of 'autotelic experience' (p<.001) with a negative ( - ) relationship, and 'change in a sense of time' (p<.01) with a positive ( + ) relationship of statistical significance, while the explanatory power of the model was shown to be 33.6%. Conclusion: In order to prevent dental technology students from dropping out of their academics, following their entrance, To achieve this, the department must consider the implementation of, aside from subject matters of the major, other various extra-curricular programmes, and programmes in which the supervisor is consistently providing consultations that are tailored to each individual student.

• Communications for Statistical Applications and Methods
• /
• v.15 no.3
• /
• pp.353-365
• /
• 2008

The sample size in a clinical trial is determined by the hypothesis, the variance of observations, the effect size, the power and the significance level. Dropouts in clinical trials are inevitable, so we need to consider dropouts on the determination of sample size. It is common that some proportion corresponding to the expected dropout rate would be added to the sample size calculated from a mathematical equation. This paper proposes new equations for calculating sample size dealing with dropouts. Since we observe data longitudinally in most clinical trials, we can use a last observation to impute for missing one in the intention to treat (ITT) trials, and this technique is called last observation carried forward(LOCF). But LOCF might make deviations on the assumed variance and effect size, so that we could not guarantee the power of test with the sample size obtained from the existing equation. This study suggests the formulas for sample size involving information about dropouts and shows the properties of the proposed method in testing equality of means.

• The Journal of the Convergence on Culture Technology
• /
• v.9 no.2
• /
• pp.73-82
• /
• 2023

A 2(pedagogical agent: with vs. without) × 2(on-screen text: with vs. without) between-subject design was used in this study to investigate the effects of pedagogical agent and redundant on-screen text on video learning. In the case of the educational video without redundant on-screen text, there was no difference in social presence, satisfaction, and intention to continue learning regardless of the presence of a pedagogical agent. However, when the educational video contained redundant on-screen text, participants who watched educational video with pedagogical agent perceived higher social presence, satisfaction and intention to continue. In terms of academic achievement, no difference was found whether redundant on-screen text was contained or not. It supports some of the previous studies on the reverse-redundancy effects, suggesting that the inclusion of redundant text does not necessarily cause the reduction of learning outcomes. Video learning shows a higher dropout rate than face-to-face learning. Therefore, it is particularly important to understand how to strengthen interactions with learners and motivate them to keep themselves engaged in learning. This study discussed whether pedagogical agent and on-screen text are factors that induce continuous participation of learners in video learning.

• Journal of the Korean Applied Science and Technology
• /
• v.37 no.4
• /
• pp.1008-1019
• /
• 2020

The purpose of this study is to investigate the effects of social support of students majoring in physical education on their major satisfaction and intention to continue learning, and to prevent dropout of students majoring in physical education in the credit banking system and to find effective management methods. The research tools were verified by confirmatory factor analysis, concentration validity, discriminant validity, average variance extraction (AVE), concept reliability, and Cronbach's coefficient for validity and reliability verification of the research tools. The data processing method was conducted by using IBM SPSS Statistics 21 and IBM AMOS 21 to verify reliability analysis, correlation analysis, and structural equation model (SEM) through frequency analysis, confirmatory factor analysis, concentration validity, discriminant validity, Cronbach's coefficient calculation. The results are as follows. First, the study model was tested and the criteria were met for verifying the suitability of the relationship between social support, major satisfaction and learning persistence intention of the professors majoring in physical education in credit banking system. Second, as a result of the verification of Hypothesis 1, the social support of the professor of the physical education major in the credit banking system has a significant effect on the major satisfaction. The results of the verification of Hypothesis 2 showed that the social support of the professor of the physical education major in the credit banking system affects on the learning persistence. As a result of the verification of Hypothesis 3, it has been shown that major satisfaction has a significant effect on the learning persistence.