• Journal of Korean Home Economics Education Association
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• v.18 no.1 s.39
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• pp.31-47
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• 2006

This study developed practical reasoning teaching-learning material for middle school home economics education and tested its effects on middle school students' self-esteem The type of this study was a quasi-experimental research and its independent variable was practical reasoning instruction and its dependent variable was self-esteem. The research design for this study was a pretest-posttest design. Practical reasoning instruction was given for experimental group whereas traditional instruction was given to comparison group. For measuring self-esteem, 'self-esteem scale' developed by Choi & Jun(1993) was used and its Cronbach'a was ranged from .69 to .84. Statistic analysis was done by mean and standard deviation for general characteristics of samples and paired t-test for testing difference of pretest-posttest. The results of this study showed that practical reasoning instruction improved middles school students' self-esteem, the general self-esteem and social self-esteem among sub-areas of self-esteem in particular.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.13 no.11
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• pp.5271-5283
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• 2012

The purpose of this study was to provide fundamental materials for improving school health promotion programs by investigating the relationships between the change in obesity rate and risk factors of metabolic syndrome among middle school students in Ulsan. We analyzed the routine health check-up data in 58,298 2nd-year middle school students in Ulsan, which conducted by the Planned Population Federation of Korea from 2007 to 2011. The overall and girls obesity rates gradually decreased throughout the first four years but increased again in 2011. The boys obesity rates were highest in 2008 and lowest in 2010. Throughout the research years, the incidence rates of over-weight and obesity were statistically significantly higher in boys compared to girls(P<0.05). Prevalence rates of the metabolic syndrome, assessed with the modified Cook criteria except high blood pressure, were 0.58%, 0%, 0.01%, 0.31% and 4.53%, respectively in total, low, normal, over-weight, and obese groups. It indicates that the prevalence of metabolic syndrome is increasing and directly related to the obesity rate among adolescents. Hypertriglyceridemia was the most common component (36.58%) of the metabolic syndrome among the middles school students followed by low HDL cholesterol (6.47%), abdominal obesity (3.72%), and high blood sugar (0.47%). Prevalence of the various components of the metabolic syndrome were significantly higher in the obese group compared to other groups. In this study we observed the decrease in obesity rates between 2007 and 2010, and developing obesity prevention programs is essential in order to maintain the trend. Additional study should be necessary to find the cause of increase of obesity rate in 2011 and so to create more effective school health promotion programmes.

• Journal of The Korean Association For Science Education
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• v.43 no.1
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• pp.17-28
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• 2023

In line with the entry into the digital-based intelligent information society, the science curriculum emphasizes the cultivation of scientific competencies, and computer-based test (CBT) is drawing attention for assessment of competencies. CBT has advantages to develop items that have high fidelity, and to establish a feedback system by accumulating results into the database. However, it is necessary to solve the problems of improving validity of assessment results, lowering measurement efficiency, and increasing management factors. To examine students' responses to the introduction of the new assessment tools in the process of transitioning from paper-based test (PBT) to CBT, in this study, we analyzed the results of the PBT and the CBT conducted in 2021 National Assessment of Educational Achievement (NAEA). In particular, we sought to find the effects on student achievement when only the mode of assessment was changed without change of items, and the effect on student achievement when the items were composed including technology enhanced features that take advantage of CBT. This study is derived through the analysis of the results of 7,137 third-grade middle school students taking one among the three kinds of assessments, which were the PBT or two kinds of CBT. After the assessment, the percentage of correct answers and the item discriminations were collected for each group, and expert opinions on characteristics of response were collected through the expert council involving 8 science teachers with experience in NAEA. According to the results, there was no significant difference between students' achievement results in the PBT and the CBT-M, which means simple mode conversion type of CBT, so it could be explained that the mode effect did not appear. However, it was confirmed that the percentage of correct answers for the construct response items was somewhat high in the CBT, and this result was analyzed to be related to the convenience of the response. On the other hand, there were the items with a difference of more than 10%p from the correct answer rate of similar items, among the items to which technology enhanced functions were applied following the introduction of CBT. According to the analysis of response rate of options, these results could be explained that the students' level of understanding could be more closely grasped through the innovative items developed through the technology enhanced function. Based on the results, we discussed some guidance to be considered when introducing CBT and developing items through CBT, and presented implications.