• Journal of Fisheries and Marine Sciences Education
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• v.26 no.3
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• pp.553-566
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• 2014

The purpose of this study was to analyze the effect of ski class satisfaction on re-participation of ski focused on double mediations of professor and education images. The results of this study were summarized in the following. Firstly, the satisfaction of ski class was statistically positive effect on re-participation of ski. Second, the indirect effect of the satisfaction of ski on re-participation of ski through the image of professor was statistically positive significant. Third, the indirect effect of the satisfaction of ski on re-participation of ski through the education image was statistically insignificant. Lastly, the indirect effect of the satisfaction of ski on re-participation of ski through the image of professor and education image was statistically insignificant. This result indicated that there was no the relationship of satisfaction of ski and re-participation through the double mediations which were professor and education images.

• Journal of Digital Convergence
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• v.14 no.5
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• pp.473-483
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• 2016

This study examines the relationship between sport confidence, exercise passion and re-participation intention of collegiate students participating in snow-ski class. The subjects for this study were 416 collegiate students who signed up for snow-ski class as a university curriculum. The reliability and validity test of the questionnaire were conducted by using SPSS & AMOS Window 18.0 program; the results of descriptive analysis, factor analysis, correlation analysis, structural equation model are as follows; First, sport confidence of collegiate students in ski-class affects their exercise passion. Second, sport confidence of collegiate students in ski-class has influence on their re-participation intention. Third, collegiate students' exercise passion in ski-class affects their re-participation intention. Lastly there is a causal relationship between sport confidence, exercise passion and re-participation intention of collegiate students in the snow-ski class.

• Journal of Science Education
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• v.42 no.3
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• pp.352-370
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• 2018

The purpose of this study is to explore how Peer Instruction can continuously help improve third-grade students' participation and their ability to debate in Science classes. There were multiple-choice questions relating to the discussions and debating class and Peer Instruction of the entire third grade Science curriculum which had been applied for six months. Also, after looking into the class participation and the debating ability, there was a degree of increase. As a result, there were five areas in class participation which are class preparation, class activity, expressing oneself, class expansion, and class dedication; all have statistically significant effects on the six areas of the discussion skill: logic, analytical skill, listening skill, receptiveness, regularity, and initiative. As it shows, both of these areas show a significant statistical effect on the application of Peer Instruction and confirmed to have a positive influence on the change in the participation and the discussion skills.

• Journal of Korean Elementary Science Education
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• v.39 no.1
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• pp.133-144
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• 2020

The purpose of this study is to identify the effect of Teacher Participation-oriented Education Program (TPEP) for Elementary School Teachers to Improve Class Expertise in Science Classes with a focus on visual attention. The participants were two elementary school teachers in Seoul and taught science subjects. The lesson topic applied to this study were 'Structure and Function of Our Body' in the second semester of fifth grade and 'Volcano and Earthquake' in the second semester of fourth grade. The mobile eye tracker SMI's ETG 2w, which is a binocular tracking system was used in this study. In this study, the actual practice time, participant's visual attention, visual intake time average, and visual intake time average were analyzed by class phase. The results of the study are as follows. First, as a result of analyzing the actual class execution time, the actual class execution time was almost in line with the lesson plan after the TPEP application. Second, visual attention in the areas related to teaching and learning activities was high after applying TPEP. Factors affecting the progress of the class and cognitive burdens were identified quantitatively and objectively through visual attention. Third, as a result of analyzing the visual intake time average of participants, there was a statistically significant difference in all classes. Fourth, as a result of analyzing the visual intake time average of participants, the results were statistically significant in the introduction(video), activity 1, activity 2, and activity 3 stages in the lecture type class. The Teacher Participation-oriented Education Program (TPEP) for Elementary School Teachers to Improve Class Expertise in Science Classes can extend elementary science class expertise such as self-class analysis, eye tracking, linguistic, gesture, and class design beyond traditional class analysis and consulting.

• Journal of Fisheries and Marine Sciences Education
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• v.29 no.3
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• pp.655-664
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• 2017

The purpose of this study was to verify the relationships among sport enjoyment, leisure satisfaction, and continuous participation intention in ski class. The study conducted a research survey through purposive sampling method. 280 questionnaires distributed and 271 were selected as final valid sample by removing 9 questionnaires that have insufficient answers. Hypothesis test on collected data was conducted by using SPSS 20.0 and AMOS 18.0 programs. The results were as followings. First, sport enjoyment factors a significant effect on psychological satisfaction, environmental satisfaction. Second, sport enjoyment factors had effect on re-participation intention, word of mouth intention. Third, leisure satisfaction had effect on re-participation intention, word of mouth intention. In addition, it had effect on continuos participation intention as the partial mediation of the leisure satisfaction.

• The Journal of the Convergence on Culture Technology
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• v.4 no.2
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• pp.89-96
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• 2018

This study analyzed status and demand of participation in lifelong education for 218 residents of low-income class according to National Basic Livelihood Security Act. The results of the study are as follows. First, among the statuses of participation in lifelong education, the abilities to study of the low-income class were reviewed. They showed 95.3% of foreign language ability, 66.1% of ICT utilization capacity and 75.7% of computer literacy ability. And the lifelong education participation rate of low-income people was 75.7% It was considered as passive participation in education. Voluntary participation was identified and analyzed. The the actual participation rate in lifelong education was very low at 22.9%. Social participation and awareness according to participation in lifelong education was 43.3% higher than that of respondents who had no participation experience. Especially, voluntary participants showed 73.3% higher than those who did not participate. Second, as a result of analyzing lifelong education of low income class, 74.8% of the respondents answered that there is wished education program. And 50.0% of them could not participate because they did not have enough time. The programs that they wanted to participate in were the programs that could help their real lives such as home life, health and medical courses, professional qualification obtaining process, etc. This indicates that the income level plays a significant role in participation in lifelong education. As a result of analyzing the results of this study above, Korean lifelong education is emphasized and the participation rate is increasing rapidly. However, participation of low-income class in lifelong education seems low.

• Journal of Engineering Education Research
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• v.24 no.4
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• pp.41-51
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• 2021

This paper is to study whether cooperative learning applying group games becomes a teaching method that can increase interest and participation in class in calculus and the effect of the number of students. To increase interest and participation in class, the researcher conducted cooperative learning by applying smartphones and various game tools to group games. The consequences of the study confirmed that students' interest and participation in the class increased regardless of their mathematics basics. Therefore, it is expected that the calculus which is difficult for students to understand will be more easily approached by cooperative learning applying group games in the future.

• The Journal of the Korea Contents Association
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• v.10 no.7
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• pp.366-376
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• 2010

The purpose of this research is to analysis of distinction according to athletics class teaching of sport activities participation by primary school female teachers. The result showed that primary school female teachers who had participated in sports activities had higher average in athletic class recognition and athletic class teaching than those who had not participated in sports activities. The difference was statistically significant. Among participators to sports activities, teachers who participated in "indirect competition type sports" had higher average in athletic class teaching than those who had participated in "performance record type sports" or "aesthetic sports". The difference was statistically significant. Regarding degree of participation in sports activities, teachers who had participated in twice and more than twice a week had higher average in athletic class teaching than those who had participated in once or less than once a week. The difference was statistically significant. There was no significant difference among groups regarding participating time or participating period in sports activities. In conclusion, our research suggests that sports activities participation by primary school female teachers gives positive impact to athletic class teaching.

• Journal of the Korea Society of Computer and Information
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• v.29 no.7
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• pp.181-190
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• 2024

This study investigated the degree of influence of satisfaction with lab classes related to the culinary arts major on academic stress and class participation in the major. This survey was conducted on 228 first-year students majoring in culinary arts at six junior colleges in the Gwangju, Jeonnam and Jeonbuk regions in the second semester of 2023. For data processing, SPSS Ver. 25.0 was used. We conducted general characteristics, reliability analysis, exploratory factor analysis, correlation analysis, multiple regression analysis on the survey data. As a result of this study, first, it was found that there was a correlation between the sub-components of satisfaction with cooking-related lab classes and academic stress and class participation. Second, the influence of satisfaction with cooking lab classes on major academic stress was found to be significant. Third, satisfaction with cooking lab classes had a significant influence on class participation in major classes. In conclusion, satisfaction with lab classes in cooking-related majors at local community colleges was found to have an effect on academic stress and class participation. In the future, we look forward to follow-up research on how culinary practice experience before entering college affects satisfaction with practical training classes, academic stress, and career and employment preparation.

• Korean Security Journal
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• no.41
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• pp.97-121
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• 2014

A survey on effects of the participation style of martial art classes in students majoring in guard on both their major satisfaction and adapt to school lie was performed for 285 male and female students. The survey was carried out using a questionnaire on the participation style of martial art classes, degree of major satisfaction, and adapt to school life. Based on the survey, a correlation analysis was implemented to investigate effects of the martial art class participation styles on both major satisfaction and adapt to school life. Then, a multiple regression analysis was also performed. As a result, the sub-elements of the martial art class participation styles, such as the cooperative and participation styles, significantly affect the general satisfaction, class satisfaction, relationship satisfaction, and cognitive satisfaction in the major satisfaction. In the martial art class participation styles, the sub-elements, such as the cooperative, competitive, and participation styles, significantly affect the class, sociality, and adapt to school environments in adapt to school life. The sub-element of the major satisfaction, such as the general satisfaction, significantly affects the adaptations in class, sociality, and school environments in adapt to school life.