• 가정과삶의질연구
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• 제25권5호
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• pp.47-63
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• 2007

The purpose of this study was to verify the effectiveness of an internal family systems therapy program aimed at increasing ego-identity of middle-aged women. The objectives of this program were for middle-aged women to differentiate the self of internal systems, to identify constraints impinging on an individual part, to release constraints impinging on an individual part, to harmonize the internal family, and to enhance ego-identity. 31 middle-aged women ranged in age from 40 to 60. Two groups were identified as equivalents for the study in the pre-test. The program of this experimental group was implemented twice a week for 120 minutes per each session over a 6-week period. The pre-test(Aug. 29. 2006), the post-test(Oct. 20. 2006) and the follow-up test(Nov. 20. 2006) were implemented in order to verify the effectiveness of the programs. The participants who were absent more than three times in the program were excluded from the post-test and follow-up test. Eventually, the data in 31 persons(15 for the internal family systems therapy, 16 for the control group) were analyze to verify the effectiveness of the program. The instruments used in the study were the ego-identity scale. The data were analyzed using repeated measures ANOVA, simple main effect, post-hoc t-test, means and standard deviations. And the program was from Sep. 5. to Oct. 20. 2006. The findings of the study were as follows: The internal family systems therapy program had significant effects on enhancing the ego-identity. There was a large increase of the ego-identity in the intervention group, compared with control group at post treatment and follow-up after 1 month which indicated the continuity of intervention effect. However, in the control group, there were no changes according to the time.

• 한국문헌정보학회지
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• 제48권2호
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• pp.89-107
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• 2014

본 연구의 목적은 공공도서관에서 이루어지고 있는 어린이 대상 독서프로그램의 효과를 정성적으로 분석하고 이를 바탕으로 독서프로그램의 성과 측정 영역을 개발하는 것이다. 이를 위해 '2013 도서관과 함께 책읽기' 사업에 참여하는 도서관의 독서프로그램 어린이들, 프로그램 담당자들과 면담 및 관찰을 하였고 독서프로그램의 효과를 분석하였다. 연구 결과 '도서관과 함께 책읽기' 프로그램에 참가한 어린이들은 대체로 긍정적인 변화를 보였으며 독서프로그램의 효과 측정 영역이 책 읽기와 책에 대한 태도, 도서관과 사서에 대한 인식, 독서프로그램의 참여도, 소리 내어 읽는 능력, 이야기를 듣고 이해하는 능력, 공격성, 자신의 감정표현 능력, 발표력, 집중력, 잠재력으로 나타났다. 또한 독서프로그램의 효과에 영향을 주는 요소로 사서의 적극적인 노력, 지역아동센터의 환경, 학년 구성, 강사의 수업 구성 방식, 독서프로그램에서 사용하는 책의 선정, 독서프로그램 참가 어린이의 독서능력 및 독서에 대한 관심, 자유시간의 제공 여부를 들 수 있었다.

• Human Ecology Research
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• 제54권1호
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• pp.1-11
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• 2016

This study developed and evaluated a Seoul National University literacy program for multicultural family children (SNU-LPMFC). The program was developed to enhance Korean language ability for children from multicultural backgrounds. The characteristics of this program were education using fairy tales and nursery rhymes, individual education from home visiting teacher, and parent participation education for effective children's learning support. The effectiveness of this program was examined based on 54 young children and their mothers (34 in the experimental group and 20 in the control group). To examine the effect of SNU-LPMFC, we assessed children's literacy ability as pre-tests and post-tests as well as interviewed the home visiting teachers. After 8 weeks' field application, the experimental group exhibited higher scores than the control group in total language ability and phonology. Home visiting teachers highly praised the effectiveness of the program as the children showed a higher level of interest and attention. SNU-LPMFC was shown to be an effective program to improve multicultural family children's literacy. Implications for research and practice were discussed along with the main results of this study. This study extends the limitations of existing language education programs with uniform teaching methods, configured a customized education approach for children from multicultural families and helps develop concrete teaching material that validated its effectiveness.

• 컴퓨터교육학회논문지
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• 제23권3호
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• pp.31-40
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• 2020

본 연구에서는 국가 교육과정을 기반으로 SW교육을 이해하고, 적용하는 역량을 함양하기 위한 초등 SW교육 핵심교원 연수 프로그램을 개발하고, 실제 전국 단위 직무연수 현장에 적용하여 그 효과성을 분석하였다. 연수 프로그램 개발을 위해 개발 방향 설정, 파일럿 연수 진행, 연수 최종안 적용 및 추가보완의 과정을 거쳤으며, 개발된 연수 프로그램을 교육부 주관 2019년 동계 및 하계 직무연수에 적용 하였다. 연수 프로그램의 효과성 분석을 위해 SW교육 교수효능감, 만족도 조사 등을 실시하였으며, 분석 결과 개발된 연수 프로그램의 긍정적인 효과성을 확인할 수 있었다.

• Journal of Information Technology Applications and Management
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• 제13권3호
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• pp.145-179
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• 2006

The measurement of informatization program effectiveness continues to be a central concern of both academics and practitioners. However, most studies of it have been inclined too heavily toward testing validity and reliability of evaluation measure to strengthen the theoretical rigor. Drawbacks of this approach have been pointed out as being unsuitable for evaluating the effectiveness of informatization program due to lack of practical relevance. The paper comprises four sections to solve the problem. 1) Through literature review of theoretical conceptual models in IS effectiveness and the domestic and foreign cases on informatization program, we establish the evaluation framework which consists of evaluation phases, 6 evaluation areas, and 22 evaluation items, and developed evaluation measures of each items. 2) Different researchers have addressed different aspects of attribute of measure. With comparing them to each other, 3 mutually exclusive criteria on coincidence analysis(usability of measurement. reliability of measurement. and validity of content) are identified. 3) Data are gathered from respondents in informatizaiton program-related organizations such as policy agency, management agency, support agency, and recipient agency. 4) The degree of coincidence of each evaluation measure are analyzed by course of an coincidence analysis procedure, which includes the reliability test, arithmetical test, and criteria validity test. The academic implication of this study is that researchers can gain an insight into the coincidence analysis to approach the problem of deciding on an indicator of performance for informatization program. There is also practical implication for applying the potential means of improving the practical relevance of conducting evaluating the informatization program.

• 대한수학교육학회지:수학교육학연구
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• 제23권2호
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• pp.193-212
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• 2013

본 연구의 목적은 선택형 문항 제작 전문성 향상 연수에 참여한 고등학교 수학교사들의 경험을 바탕으로 평가 문항 제작 전문성 향상 연수 프로그램의 효과 제고 요인을 밝히기 위한 것으로, 이를 위하여 사례연구를 실시하였다. 연수 한 팀에 교사 5명이 참여하였고 연수 후 포커스 그룹 인터뷰를 실시하였다. 두 차례의 포커스 그룹 인터뷰 자료에 대한 질적 분석을 통해 선택형 평가 문항 연수의 효과 제고 요인을 도출하였다. 연구 결과로 연수 프로그램 효과 제고 요인은 집중 훈련 가능한 프로그램 구조(소규모 인원의 협력학습, 적정량의 집중적인 훈련), 문항 제작 습관 표면화와 수정(사전과제를 통한 문항 제작습관 표면화, 문항 제작에 대한 즉각 피드백), 교사간 공감대 형성(적극적인 학습태도, 문항 제작 과정 공유), 평가 문항 제작 전문성에 대한 자기 성찰(문항 제작 과정에 대한 반성, 문항 제작 전문성 중 취약점 자각)이었다. 이러한 요인을 바탕으로 평가 문항 제작 전문성 향상 연수 프로그램 개발을 위한 시사점을 도출하였다.

• 한국콘텐츠학회논문지
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• 제18권2호
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• pp.427-437
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• 2018

본 연구는 초등학교 학생들이 학습하는 온라인 영어 학습 프로그램 콘텐츠의 효과성을 탐색하였다. 온라인 영어 학습 콘텐츠 연구를 위해 경기도교육청에 의해 학교로 사용권장된 프로그램을 사용하였다. 연구대상은 경기도 K 시 소재 P 초등학교 107명의 학생들로 약 1년간의 학습 후에 온라인 학습 콘텐츠 효과성에 관한 설문에 응답하였다. 학생들의 응답은 Spearman 상관분석방법으로 재학학년, 온라인 학습시간 및 진단평가 성적과 온라인 영어 학습 프로그램 콘텐츠 간의 연관성을 분석하였다. 분석한 결과, 학년이 높고 영어 학업수준이 높은 학생일수록 문제해결형, 과제수행형과 WBI(웹기반)형의 콘텐츠는 효과적이지 않다고 생각하는 것으로 드러났다. 반면에, 온라인 학습시간이 긴 저학년학생일수록 개인 지도형, 스토리활용형과 애니메이션유형의 온라인 학습 콘텐츠가 효과적이라고 답했다. 따라서 본 연구는 온라인 영어 학습 콘텐츠의 개발에 있어서, 학생의 학년과 학습시간, 학업수준 등과 같은 학생의 특성을 고려할 필요가 있음을 제언하는 바이다.

• 한국간호교육학회지
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• 제9권2호
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• pp.234-243
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• 2003

The researcher has studied the types of accidents and injuries that most often occur to infants, toddlers and preschool children. Using this knowledge, a first aid program was developed for mothers. This researcher used a Quasi experimental study which consisted of a nonequivalent control group pretest - posttest design for injury first-aid knowle. The experimental group consisted of 32 mothers, and the control group consisted of 29. The education program consisted of the types of injury, the structure and function of skin, the methods of obsevation, first-aid awareness, and the standard of professional support in case of contusion, abrasion, laceration, fracture and burn. The education program was developed and based on 'the systemetic design of instruction' by Dick & Carey(1996) and utilized multimedia text book, pictures, examples, practice and discussions to increase understanding and effectiveness of learning. The data for this study was collected from September to early November, 2001. There were two fomative evauations, pretest and posttest with an intervention of education program. The analysis of the collected data was analyzed by descriptive analysis, ANOVA, t-test and paired t-test using the SPSS 10.0 program. The results as follows; 1. The experimental group, who was given an education program before the test, got higher marks on the injury first-aid knowledge than the control group. There was a significant difference in knowledge between experimental group and control group(t=6.578, p=.000). 2. The experimental group got higher marks on the action evaluation than the control group. There were significant differences in the certainity of action (t=8.546, p=.000) and the accuracy of action (t=7.654, p=.000) between experimental group and control group. This study examined how a first aid education program increased effectiveness in the knowledge and action of injury first-aid.

• 근관절건강학회지
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• 제10권2호
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• pp.167-187
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• 2003

Ankylosing spondylitis(AS) is one of the most common forms of chronic arthritis causing pain and progressive disability. The purposes of this study were 1) to develop an offline educational program and online educational program for the patients with ankylosing spondylitis; and 2) to test the effectiveness of each program in terms of changes in ankylosing spondylitis self-efficacy, exercise continuity disease activity, physical functioning, and depression. The convenient samples for three groups were selected acceding to the inclusion criteria. Online education group consists of 7 patients, and 14 patients were included for the offline group, while 12 patients were assigned to the control group. Outcomes variables included self efficacy, exercise continuity, disease activity, physical function, and depression and the reliability of each measure was ranged from .88 to .95 in the present study. The offline educational program demonstrated positive effects on self-efficacy, exercise continuity, disease activity, and depression, whereas the online educational program on exercise continuity, disease activity, and depression. The self-efficacy was showed positive effect only in the offline educational program, whereas physical functioning did not improve in both intervention groups. These partial improvements may be due to the small sample size and the methods of online education program. In conclusion, the effectiveness of the offline and online educational programs was partially supported in the present study. For the improvement of these programs, the further study would be necessary to apply this kind of intervention program with larger sample and to test the psychometric of the newly development tools.

• Human Ecology Research
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• 제60권4호
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• pp.549-564
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• 2022

This study aimed to develop an e-mentoring youth financial education program and verify its effectiveness for promoting financial empowerment and establishing financial capabilities among independent consumers. A four-session, eight-hour "Youth Financial Empowerment Mentoring Program" was developed. This program dealt with financial literacy and financial psychology factors in an integrated fashion. We used the nonequivalent control group pretest-posttest design to evaluate the program's effectiveness. Specifically, by using Zoom, a virtual conference platform, four mentors of college students were trained for four sessions over two weeks. Meanwhile, four groups were formed with four mentors and 18 high school mentees to implement a four-week e-mentoring program. As a result of the analysis of covariance, significant differences were found between the two groups in all financial psychology factors and financial literacy variables. In addition, the score of the experimental group was higher than that of the control group. As a result of qualitative evaluation through FGI for mentees and mentors, mentees experienced positive changes in financial behavior, beliefs, attitudes, and personal relationships, as well as increased financial knowledge. Meanwhile, mentors experienced positive changes in their introspection into financial behavior and consumption. Considering these results, we can conclude that this program effectively induces participants to learn and reflect on their initiative, which is in line with the original goal of "improving financial empowerment".