• Communications for Statistical Applications and Methods
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• v.7 no.2
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• pp.465-473
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• 2000

There is no progress in interpreting the correlation between the high school record and the scholastic aptitude test. This study gives the degree of the linearity between the high school record and the scholastic aptitude test by using the method of the individual scholastic evaluation which was proposed by Chung(1999). The limits of the individual scholastic evaluation are pointed out additionally in inferring the promising individuals having the high scores in the scholastic aptitude test so that the individual scholastic evaluation be used as reference materials when the colleges applying the comparative school record in the entrance exams.

• Cross-Cultural Studies
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• v.23
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• pp.351-382
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• 2011

This paper aims to compare systems and questions between Chinese I in the Korea National Scholastic Aptitude Test(abbreviated by KNSAT) and Chinese with Listening in the SAT. In the beginning, we compared KNSAT and SAT, and then focused our attention on Chinese I in KNSAT and Chinese with Listening in SAT in terms of assessment purposes, sections, ranges, questions. Through the research, the following results were obtained: Firstly, compared KNSAT with SAT, it is found that Chinese I is less important in KNSAT than Chinese with Listening in SAT. Chinese I belongs to one of the second foreign languages section, and it is placed under common rule of its section. However, Chinese with Listening is similar to Chinese I in that it also belongs to one of the languages section, but it keeps under its control, so it has its own system e.g. purpose, range etc.. Next, compared Chinese I with Chinese with Listening, in the matter of purposes of them, Chinese I is less explicit and less concrete to explain it than Chinese with Listening, and in respect of sections of them, the sections of Chinese I are leaning more toward language materials contrary to Chinese with Listening leaning more toward language functions. And in terms of ranges of them, Chinese I is limited to Basic vocabulary and Examples of communicative function in curriculum of Chinese I, but Chinese with Listening has not any limit on the ranges of questions. Lastly, with regard to questions of them, Chinese I has more tendency toward assessing knowledge of Chinese, on the contrary, Chinese with Listening has more tendency toward assessing performance of it.

• Communications for Statistical Applications and Methods
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• v.6 no.2
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• pp.635-644
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• 1999

This study aims at solving the problem in the application method of the comparative school record which is currently being discussed in depth among colleges. The application method of Kay O. Lee and Yeon Soo Cung(1997) which was appied in the 1999 Korean air force Academy Admission Process was found to be problematic in the following respects. First the setting of the standard which divides all the high schools in kora into five groups relative to their scholastic level is somewhat vague and subjective secondly the difference among those levels which resulted from the five grouping could greatly influence on the admission of the applicants and thirdly there is no standard in choosing those few promising individuals with high scholastic aptitude test results from the low level groups such as level four and five,. Therefore this study suggests and introduces a nationwide individual scholastic evaluation that would complement the limits and problems in the application method of the comparative school record.

• Journal of the Korean Data and Information Science Society
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• v.23 no.2
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• pp.343-351
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• 2012

We analyse the relations between the academic achievement and the university admission factors among the class of 2011 at A university classified by sex and entrance test type. We can provide helpful tools for the university entrance policy by finding the intimate admission factors with academic achievement. We found that the university admission factors had effects on the academic achievement differently according to sex and entrance test type. Female students and regular admission achieved more than male students and occasional admission, respectively. Korea scholastic aptitude test had more effects on academic achievement for male students and regular admission type NA but academic achievement in high school life had more effects for female students and regular admission type DA.

• The Journal of the Korea Contents Association
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• v.5 no.6
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• pp.109-119
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• 2005

The Internet is widely used by general people and the use of Internet is spread to all industrial fields. Especially, cyber education fields have been changed a lot with the Internet application development. One of them is the field of consultation for university admission. As for the business of university admission, there were two ways applicants handed in their applications directly to school which they applied to and to each place to receive applications or sent them through FAX. Recently, highlighted is the Internet environment to receive the application for admission which integrated organically the two ways. In this thesis, I designed and implemented on-line admission consulting system using of multi-agent. The examines can apply for safely and according to their conviction by recommending the university course suitable for their academic aptitude and scores with test KSAT(Scholastic Aptitude Test Administered by the Korean Ministry) and a university grade report on students' record using intelligent multi-agents and through a university course recommending wizard in the process of choosing it.

• The Journal of the Korea Contents Association
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• v.14 no.6
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• pp.442-452
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• 2014

Using the 1st and 7th waves of KEEP(Korea Education and Employment Panel), this study explores the relationships among 212 participants' characteristics during high school, experience of taking English-mediated subject courses(EMSC) during college, career decision types, and employment status. These students' high school experiences and college experiences were used to predict the log-odds of taking and the understanding EMSC. Results of the analysis showed that none of high school characteristics such as career decision, English private education experience, interest in English, and their scholastic aptitude test score in English were associated with taking and understanding EMSC. Among college experience variables, only female students' level of understanding English subject courses was statistically significantly higher than that of male students. There were statistically significant positive associations between the understanding the EMSC and the number of the EMSC taken and also between the understanding of the EMSC and perceived usefulness of the EMSC. There was also a statistically significant relationship between career types (continuing with graduate studies vs. working) and taking EMSC, but the relationship between career types and understanding the EMSC was not statistically significant. In addition, the relationship between the experience of taking EMSC and employment status was not statistically significant.

• Journal of Science Education
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• v.37 no.2
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• pp.374-388
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• 2013

The purpose of this study was to investigate pre-service physics teachers' perceptions on the physics education major curriculum. We surveyed 15 junior, and 13 senior college students of physics education major in an university in southern part of Korea. Among them, 24 participants(86 %) took the physics 1 course in high school and 22 participants(79 %) chose the physics 1 in their Korea Scholastic Aptitude Test. The responses showed that the most necessary part in pre-service students' learning was the understanding of high school level physics(36 %), and the understanding of introductory level physics(29 %). In the wish list of courses to be open, high school level physics course was ranked first among seven options by 61 % of respondents. Also, there was some concurrence among respondents in opinion of the necessity for understanding introductory physics. Students felt difficulties in understanding it especially owing to the lack of problem solving skill and comprehension. They added that the sufficient explanation of core concepts should be the first action in the innovative plan. Most participants of pre-service physics teachers hoped to have the revised major curriculum which could help their understanding of high school level or introductory level of physics. However, there was a gap of opinions between the group of students with completion of the high school physics 1 & 2 course and those with non-completion of them. The approach of changing major curriculum with consideration of learners' needs was recommended because the number of students with completion of the high school physics course would probably be decreasing rapidly under these circumstances such as the application of new national curriculum, the reduction of the number of the elective courses in Korea Scholastic Aptitude Test and so on.

• The Journal of the Korea Contents Association
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• v.21 no.1
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• pp.417-425
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• 2021

This study was conducted to evaluate the characteristics of major selection of college students majoring in culinary. By conducting an Importance-Performance Analysis(IPA) through students who are currently majoring in a culinary major, it is intended to increase student satisfaction, student loyalty, the enrollment rate and to present the direction the college should pursue. The questionnaire was conducted for 4 weeks from June 22, 2020 to July 19, 2020, the results are as follows. As a result of the t-test (paired sample t-test) for 23 attributes, the average value of importance was 4.0765, the average value of satisfaction was 3.5091, showing high importance, the attributes considered important by item were 'educational facilities (4.50)', 'school welfare (4.50)', the attributes having the highest satisfaction with experience after selecting a major were 'aptitude and conformity (3.94)', 'future hope and concordance (3.91)'. The IPA analysis results on the major selection attributes of college students majoring in culinary are as follows. First, In the first quadrant, 11 attributes including 'aptitude and conformity' appeared, Second, In the second quadrant, 5 attributes including 'employment support' appeared. Third, In the third quadrant, 5 attributes including 'college scholastic ability score' appeared, Finally, In the fourth quadrant, 2 attributes including 'experience in major field' appeared.

• Journal of Labour Economics
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• v.28 no.3
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• pp.39-76
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• 2005

This study examines the job changes of the youth university graduates in Korea. The pattern of job changes get observed in the Unemployment Insurance Database. This data enables us tracing all job changes in the labor market. The average number of job youth graduates have for four years from graduate is 1.68. The more jobs youth have, the longer total tenure youth have. Youth are much more likely to change careers to different occupation or industry. They move usually into upper occupations but small establishments. They enhance the level of wage through job changes. The science and engineering graduates are more likely to change jobs than the humanity and social science graduates. The higher the level of wage they get is, the lower the probability of their job change is. Those who have good scores in Scholastic Aptitude Test are less likely to change job.

• Journal of Labour Economics
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• v.28 no.2
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• pp.93-117
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• 2005

This study aims to examine the transition of the youth to the labor market by types of education and training institutes focusing employment rate. To construct the dataset for the analysis, the list of the graduates from 4-year universities, junior colleges, polytechnic colleges and the graduates from vocational training institutes as of February 2001 has been merged with the database for the insured in the Unemployment Insurance Database. This data enables tracking down of these graduates in terms of their mobility in the labor market. For graduates from universities and junior colleges, their scores on the Scholastic Aptitude Test have been matched. One of major findings is that the longer the schooling period is, the better the employment results are. Among those who finished 4-year universities, those who went to schools in the metropolitan area achieve a relatively better record in job finding than those who attended schools in the local areas. Meanwhile it is confirmed that the SAT score is highly co-related with the performance in the labor market among those who finished 4-year universities. The co-relation of one's major with his/her employment is not negligible also.