• The Mathematical Education
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• v.42 no.1
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• pp.19-39
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• 2003

The purpose of this study is to find out effective ways to take care of the 8th and 10th graders' disposition causing math. disliking. To accomplish this goal, we proceeded as follows : First we categorized the 11 factors recognized as the reasons of math. disliking into 4 math. disliking causes such as psychological f: environmental cause, conceptual cause, relational cause and application related cause. Second, to take care of these tow causes, we developed materials which are closely related with the contents of the 8th and 10th graders' school mathematics. Third with these materials we taught the students who had proved to have the math. disliking trend, for one semester. As a consequence of this experiment we arrived at the following results. As for psychological & environmental causes, 35.7% of the 8th graders and 17% of the 10th graders proved to have been improved significantly. This result shows that the curing of the psychological & environmental causes is more effective in the 8th graders than in the 10th graders. i.e., the curing effects of the students' psychological & environmental cause for disliking math. decline as they get older. As for conceptual causes, 35% of the 5th graders and 30% of the 10th graders proved to have been improved significantly. In case of the 8th graders this ratio was similar to that of the other causes. But as for the 10th graders this ratio was a little low compared with that of the case of relation causes and application related causes. As for relational causes, 35% of the 5th graders and 49% of the 10th graders proved to have been improved significantly. Especially the 10th graders improved greatly. Among the four factors that compose this cause, especially hierarchy and connection factors were effectively cured. On application related causes, 47% of the 5th graders and 57% of the 10th graders proved to have been cured significantly. And among the four types of causes listed above, this was the most successfully cured one. Of the two factors of this cause, the basic application factor appeared to have been improved in all experimental groups. In connection with teaching methods, we found out the followings two facts. First, the more teachers push students to solve their tasks with their own efforts, the higher is the ratio of owe. Second, the more teachers teach students personally, the more effective are the teaching results.

• Clinical and Experimental Pediatrics
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• v.54 no.1
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• pp.29-35
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• 2011

Purpose: Korean adolescents have severe nighttime sleep deprivation and daytime sleepiness because of their competitive educational environment. However, daytime sleep patterns and sleepiness have never been studied using age-specific methods, such as the pediatric daytime sleepiness scale (PDSS). We surveyed the daytime sleepiness of Korean adolescents using a Korean translation of the PDSS. Methods: We distributed the 27-item questionnaire, including the PDSS and questions related to sleep pattern, sleep satisfaction, and emotional state, to 3,370 students in grades 5-12. Results: The amount of nighttime sleep decreased significantly with increasing age. During weekday nights, $5-6^{th}$ graders slept for $7.95{\pm}1.05h$, $7-9^{th}$ graders for $7.57{\pm}1.05h$, and $10-12^{th}$ graders for $5.78{\pm}1.13h$. However, the total amounts of combined daytime and nighttime sleep during weekdays were somewhat greater, $8.15{\pm}1.12h$ for $5-6^{th}$ graders, $8.17{\pm}1.20h$ for $7-9^{th}$ graders, and $6.87{\pm}1.40h$ for $10-12^{th}$ graders. PDSS scores increased with age, $11.89{\pm}5.56$ for $5-6^{th}$ graders, $16.57{\pm}5.57$ for $7-9^{th}$ graders, and $17.71{\pm}5.24$ for $10-12^{th}$ graders. Higher PDSS scores were positively correlated with poor school performance and emotional instability. Conclusion: Korean teenagers sleep to an unusual extent during the day because of nighttime sleep deprivation. This negatively affects school performance and emotional stability. A Korean translation of the PDSS was effective in evaluating the severity of daytime sleepiness and assessing the emotional state and school performance of Korean teenagers.

• Korean Journal of Child Studies
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• v.31 no.6
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• pp.1-13
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• 2010

This study examined the time-dependent effects of changes in private education on the trajectories of academic achievement among early adolescents. Five-wave data was employed from the KYPS; the participants being 2844 (1524 boys, 1320 girls). All were 4th graders in 2004 and became 8th graders in 2008. Latent growth curve model indicated that academic achievement significantly decreased over the five time points, but there were significant individual differences as well. Participants who reported higher initial levels of academic achievement tended to decrease in academic achievement more slowly over time compared to participants who reported lower levels of initial academic achievement. The effects of private education on academic achievement were at their most powerful when participants were in the 4th grade. Private educational experiences among 6th graders had relatively less influence upon the academic achievement of 7th graders.

• Journal of the Korean Home Economics Association
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• v.48 no.7
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• pp.49-57
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• 2010

The purpose of this study was to examine the relationships between children's cheating behaviors and their self-reported orality. For this study, 883 children were selected from 7 elementary schools and from 7 middle schools in Seoul, Korea. The participating students included 4th, 6th and 8th graders. The research was performed through the administration of questionnaires designed to measure the students' cheating behaviors and morality. The results were as follows: 1. The children cheated on occasion. More cheating occurred during homework than while taking an examination. During an examination, there was more lone cheating than students helping other students to cheat. With regard to homework cheating, helping others to cheat was higher than students doing their own cheating. Cheating behavior increased in higher grades, but there was no difference between genders. 2. In relation to children's morality, distinctions between 6th graders, 8th graders and 4th graders were different demonstrated. 3. In relation to cheating behavior and morality (4 factors), while PHIL (interests to others) factor decreased cheating behavior, EMP (understanding of emotion and feeling) factor increased cheating behavior.

• Korean Journal of Child Studies
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• v.22 no.3
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• pp.271-285
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• 2001

The subjects of this study were 283 $6^{th}$ and $8^{th}$ grade students and their homeroom teachers. Data were analyzed by frequency, %, Pearson's, two-way ANOVA, and stepwise regression. Results showed that open communication with parents and self-esteem were positively related to social competence and negatively related to antisocial behavior. Depression was negatively related to social competence and positively related to antisocial behavior. The $8^{th}$ graders had higher scores than $6^{th}$ graders in antisocial behavior and lower levels of social competence and communication with parents. Girls were higher in social competence and communication with parents and lower in antisocial behavior than boys. Depression impacted social competence in girls, and communication with fathers impacted social competence in boys. Grade, open communication with fathers, and self-esteem had significant effects on the antisocial behavior in boys.

• Journal of the Korean Society for Library and Information Science
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• v.17
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• pp.105-159
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• 1989

The purpose of this study is (a) to identify physical and content elements of children's books that seem to interest second and fifth graders to read, and (b) to observe how the influence of those elements on children's reading interest shifts as children develop. For the purpose of this study, children's books are classified into two groups: 'books of low preference' and 'books of high preference' as determined by second graders, and fifth graders' library circulation record in the library chosen as the sample for the present study. The physical and content elements of the books belonging to these two groups are analyzed and compared. Main findings and conclusions made in this study are summarised as follows: (1) The physical elements of children's books which have significant relationship with second graders' reading preference are illustration quantity, size of types, space between lines, and size of the book. (2) The content elements of children's books which have significant relationship with second graders' reading preference are the readability level of sentences, and the sex of heroes. (3) The physical elements of children's books which have significant relationship with fifth graders' reading preference are illustration quantity, illustration styles, and size of the book. (4) The content elements of children's books which have significant relationship with fifth graders' reading preference are the readability level, the sex of heroes, subject matters, themes and the environmental settings as the background of stories. (5) Reading preference of the pupils at the second and fifth grades are influenced by the quantity of illustration. Second grade pupils prefer reading books which contain a larger quantity of illustrations, whereas 5th grade pupils prefer books which contain less quantity of illustrations. (6) The relationship between second graders' reading preference and the illustration style are rejected at the $10\%$ significance level. A strong relationship, however, appears to exist between 5th graders' reading preference and the illustration style. The 5th grade pupils prefer more realistic illustrations, while cartoons and semi-abstract drawings do not appeal to them. (7) The type size, and space between lines which have had great influence on the book preference of 2nd grade pupils influence little on the 5th grade pupils book preference. (8) Second grade pupils prefer the book of a small Size, whereas 5th grade pupils whose reading taste has developed at a primary stage prefer the book of a large size beyond a certain standard. (9) Second grade pupils prefer reading books which can be easily read, whreeas 5th grade pupils prefer reading books containing difficult sentences. (10) Second grade pupils and the 5th grade pupils both prefer books in accordance with the sex of there heroes. (11) Relationship between second graders' reading preference and the subject matters are rejected at the 10% significance level. A strong relationship, however, appears to exist between 5th graders' reading preference and the subject matter. Fifth grade pupils prefer reading books of which the themes are mystery, exploration and adventure. (12) The theme of books is not proved to relate with the book preference of the 2nd grade pupils, but it is closely related with the book preference of 5th grade pupils. Fifth grade pupils prefer reading books which contain exploratory stories. (13) Second grade pupils are not influenced by the environmental setting of the story, but 5th grade pupils prefer reading stories with the environmental setting in the air. (14) The quantity of illustrations is the element influencing most on .the book preference of the 2nd grade pupils, followed by the space between the lines, which influences least on the book preference of the 5th grade pupils. (15) The physical element influencing most on the book preference of the 2nd grade pupils is the quantity of the illustrations. The physical element which has the most strong influence on the book preference of the 5th graders is illustration styles. (16) The content elements which has much influence on the book preference of the 5th grade pupils are certain kinds of characteristics of heroes. In case of the 2nd grade pupils book preference, striking evidence of such characteristics of heroes is not traced.

• Journal of the Korean Home Economics Association
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• v.42 no.8
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• pp.133-145
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• 2004

The purpose of this study was to identify the effect of children's perception of body shape and body image on their negative emotions. The subjects were 345 3rd and 6th graders. Questionnaires were used to investigate the children's perception of their body shape and body image, and negative emotions. Data analyzed by SPSS-WIN program included mean, standard deviation, ANOVA, Scheffe's test and regression. Results were as follows. (1) The 6th graders perceived their body image more negatively than the 3rd graders did. (2) The children who perceived themselves more obesely had more negative body image and more negative emotions than those who did not. (3) There were interaction effects among the children's grade, sex and body shape perception on their body image perception. (4) The regression analysis demonstrated that children's perception of appearance was more influential on the negative emotions than their body shape perception.

• Journal of the Korean Chemical Society
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• v.65 no.1
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• pp.48-57
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• 2021

This study analyzed the science assessment items that were conducted by the paper and the computer-based assessment in the TIMSS 2019 pre-test, which is an international academic achievement assessment. We examined whether the test mode influenced the percentage of items answered correctly by each graders. As a result, there was no significant difference in the correct answer rates of science items according to the test media in 4th and 8th graders. Looking at the each graders, the difference in the percentage of correct answers was relatively large in the fourth grader rather than the eighth grader. In terms of items, the difference in the percentage of correct answers was relatively larger for the constructed items than the multiple choice questions. As a result of analyzing the content of science and assessment items on the influence of the test media, the multiple choice items showed little difference between the paper and the computer-based assessment items, but the answer-type items tended to have a lower percentage of correct answers than the paper-based assessment. In addition, by grade, 4th graders showed lower percentages of correct answers in the constructed items than 8th graders. This study provides implications related to the development and introduction of computer-based assessment in Korea, and suggests an educational implications for computer-based assessment to be well established as school evaluation.

• The Journal of Korean Society for School & Community Health Education
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• v.2 no.1
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• pp.31-40
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• 2001

A study of fluoride effects on teeth of school children was conducted in order to determine the usefulness of fluoride for preventing dental caries. Nine hundred and thirty six(936) elementary school children were selected from Chongju where children drank fluoridated water. Eight hundred and thirty six(836) from Seoul where children applied fluoride topically, and eight hundred and three(803) from Kumi where the children drank non fluoridated water(control). DMFs of school children were compared by the sources of fluoride. This study was conducted from May 1, through June 15, 2000. The results are summarized as follows; 1. The DMF rate of male school children topically applying fluoride was 51.4%, that of female children was 56.1%, and that of both males and females was 54.0%, The DMF rate of male children of control group was 72.4%, that of females was 77.5% and that of both males and females was 74.8%. 2. The DMF rate of male children drinking fluoridated tap water was 56.1%, that of females was 54.1%, and that of both males and females was 55.5%. The rates of control group were 72.4% for males, 77.5% for females and 74.8% for male and female children respectively. 3. The difference of DMF rates between the group of children who drank fluoridated water and applied fluoride topically, and control group was statistically significant. 4. The difference of DMF rates between the children who drank fluoridated water and the children who applied fluoride topically were not statistically significant. 5. The difference of DMFT rates between 5th graders who applied fluoride topically and the 5th graders of control group was not statistically significant. However, the difference of DMFT rates of the 6th graders who applied fluoride topically and the same graders of control group were statistically significant. The difference of DMF rates between 5th and 6th graders who drank fluoridated tap water and the same graders of control group was statistically significant. 6. The difference of DMFT rates between children drinking fluoridated tap water and children applying fluoride topically was statistically significant.

• Journal of the Korean Society of Earth Science Education
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• v.6 no.3
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• pp.165-173
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• 2013

This study was to analyse the understanding of the concepts of science based on the 6th graders' levels of logical thinking in elementary schools. To achieve the goal of this study, logical thinking test was given to 108 6th graders of elementary school and 32 students were interviewed. The result of this study was as follows. First, 61.1% of students were in concrete operational period in their logical thinking, 27.8% were in their transitional period, and 11.1% were in their formal operational period. By using Flow-Map, 32 students were analyzed and their levels of logical thinking was significantly associated with their understanding of concept. Students' flexibility of cognitive structure was significantly associated with logical thinking and the levels of understanding concepts as well. However, misconception didn't show significant association with levels of logical thinking. Second, the characters of understanding of scientific concept by their levels of logical thinking was that as you get higher levels of logical thinking, their cognitive structure to understand concept was more systemized, in order and more logical. The result of this study suggested the followings in science experiment class. First, 6th graders of elementary schools had various levels of logical thinking and that affected to their understanding of scientific concepts. Therefore, lesson planning and class should be done by reflecting their different levels of logical thinking. Second, since they had different levels of logical thinking, various teaching methods should be utilized to make students understand scientific concepts more systematically.