• The Journal of Korean Academic Society of Nursing Education
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• v.17 no.1
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• pp.36-43
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• 2011

Purpose: The purpose of this study was to identify the level of role expectation and role performance in school health teachers recognized by nursing students experiencing health teacher practice and to compare role expectation and performance according to their characteristics. Method: The subjects in this study were 530 nursing students from 42 universities in Korea. The data was collected by a structured self-administered questionnaire and analyzed using descriptive statistics, t-test, and ANOVA by SPSS 17.0 program. Results: The student recognition in role expectation for school health teachers showed a high level and its level in the role performance was moderate. The students recognized the role expectation was greater than the role performance in school health teachers. The students' points of view for role expectation and performance were statistically different according to their practicing locations, practicing school sizes, and their expressions of health teacher's images. Conclusion: To improve health teacher training and to provide a high quality education, practice manuals, educational support, cooperation between the university and practice school, and support of human resources as school health teachers are necessary.

• Korean Journal of Social Welfare
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• v.56 no.3
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• pp.327-355
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• 2004

The field instruction is essential to professional social work education. It is important to identify what factors make students' performance improve. 207 social work students who completed the field practicum in their undergraduate course were studied to determine factors associated with performance. The mean score of supervision was 2.6 and of practice performance was 56.7. Especially the score of theory integrated supervision was lowest among 5 supervision factors. Intervention skills and case-management skills were lower than 3 other performance factors. The significant correlation found to exist between supervision and performance. The higher the students' perception of supervision, the higher the students rating of their performance. Contributing most to students' performance was students' perceptions of the extent of supervision, especially theory integrated supervision and agency-based supervision, the extent of discussion about learning contracts, the amount of supervision. And the personal factors like students' gender and supervisors' career duration as a supervisor were found to be another predictors. That is, female students could improve their performance more than male students and more experienced supervisors could not improve students' performance. The findings highlight the importance of supervision and learning contract. Structuring field learning experiences would be needed. The supportive and educative consults for the supervisors, especially for the experienced supervisors, and ongoing efforts to evaluate the field instruction were suggested.

• Research in Mathematical Education
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• v.15 no.4
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• pp.373-386
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• 2011

Students approach mathematical problem solving in fundamentally different ways, particularly problems requiring conceptual understanding and complicated strategies. The main objective of this study is to compare students' performance with different thinking styles (Field-dependent vs. Field independent) in mathematical problem solving. A sample of 242 high school males and females (17-18 years old) were tested based on the Witkin's cognitive style (Group Embedded Figure Test) and by a math exam designed in accordance with Bloom's Taxonomy of cognitive level. The results obtained indicated that the effect of field dependency on student's mathematical performance was significant. Moreover, field-independent (FI) students showed more effective performance than field-dependent (FD) ones in math tasks. Male students with FI styles achieved higher results compared to female students with FD cognitive style. Moreover, FI students experienced few difficulties than FD students in Bloom's Cognitive Levels. The implications of these results emphasize that cognitive predictor variables (FI vs. FD) could be challenging and rather distinctive factor for students' achievement.

• Journal of Korean Elementary Science Education
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• v.36 no.3
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• pp.246-255
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• 2017

The purpose of this study was to analyze the perceptions of the students about expectation and performance on the elementary teachers' science teaching. For this study, questionnaires were made based on the advanced article, and conducted to 279 elementary school students. The collected data were analyzed by the t-test, ANOVA, and $Scheff{\grave{e}}$. The results of this study were as follows: The perceptions of the students on the elementary teachers performance can not reach to those of their expectation. There was statistically significant difference in the some of the sub-domains of expectation and performance according to personal backgrounds (gender, grade, and interest toward science class). Based on the result of this study, implications to improve teachers' professionalism about science teaching were suggested.

• Journal of Korean Academy of Nursing
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• v.33 no.2
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• pp.228-235
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• 2003

Purpose: The main purpose of this study was to compare the effects of OSCE method and the traditional evaluation method on nursing skills performance of students enrolled in fundamentals of nursing courses. Method: The study was designed as a quasi-experimental, nonequivalent control group post test design with two classes of sophomore students attending fundamentals of nursing courses at one baccaleureate nursing school located in a metropolitan Seoul area. The control group was evaluated using a traditional method and the experimental group was evaluated using the OSCE method. Data were collected from June, 2001 to June, 2002. There were 35 students in the OSCE method group and 39 students in the control group. Data analysis was done using SPSS WIN 9.0. Result: The results showed that the students in the OSCE method group did significantly better in clinical nursing skills performance than the students in the traditional method group. And the OSCE method group showed significantly higher satisfaction score in the evaluation method than the control group. Conclusion: The OSCE method is an effective tool for evaluating clinical nursing skills performance in student nurses. It is necessary to explore more efficient ways to develop OSCE cases in wider areas of nursing education. It is also recommended to replicate similar studies in nursing education.

• The Journal of Korean Academic Society of Nursing Education
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• v.9 no.1
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• pp.73-80
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• 2003

Purpose: The main purpose of this study was to compare the effects of OSCE method and traditional evaluation method on nursing skills performance of students for the fever client. Method: The study was designed as a quasi-experimental, nonequivalent control group post test design with two classes of sophomore students attending fundamentals of nursing courses at one baccaleureate nursing school located in a metropolitan Seoul area. Control group was evaluated by using a traditional method and the experimental group was evaluated by using the OSCE method. Data were collected from April, 2001 to November, 2002. There were 35 students in the OSCE method group, 39 students in the control group. Data analysis was done using SPSS WIN 11.0. Result: The results showed that the students in the OSCE method group did significantly better in clinical nursing skills performance than the students in the traditional method group. And the OSCE method group showed significantly higher satisfaction score in the evaluation method than the control group. Conclusion: The OSCE method is an effective in evaluating clinical nursing skills performance for student nurses. It is necessary to explore more reliable ways to compare the evaluation method by the same student. Also, it is recommended to replicate similar studies in nursing education.

• Journal of the Korean Institute of Educational Facilities
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• v.12 no.5
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• pp.25-34
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• 2005

The Educational Cultural Center for Students is a new mixed-cultural space which made around 1997 for students' education of humanism and talent with the 7th revision of educational course. This Educational Cultural Center for Students is different to the existing one because the subject of the culture is students who make creation and performance by themselves while the former ones were for seeing, hearing and feeling things. There are seven Educational Cultural Center for Students all over the country and will be built more in the future. Comparing to the former Educational Cultural Centers for Students, functional rooms in the Educational Cultural Centers for Students are an outdoor performance room, a large performance room, a small performance room of performance facility, a gallery of display facility, a gymnasium, a swimming pool, a fitness room, a table-tennis room of physical facility, a library and a reading room of a book facility, and a group room, a computer room, a singing room, a billiard room, an art room, a musical room, a dancing room, a manner room, a playing room, a cultural lecture room and a seminar room of a interest-activity facility. The result of analyzing the usage frequency is that a performance room has the highest frequency and a display room, a musical room, a music appreciation room and a physical room follow the frequency order. But this frequency does not fit for all area. By place and social situations, the frequency and space organization may be changed.

• Journal of The Korean Association For Science Education
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• v.22 no.2
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• pp.230-239
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• 2002

This study was performed to analyze the secondary students' perceptions and self-efficacy of performance assessments in the science subject. The data was obtained from 236 middle school students and 222 high school students in seoul. The students had generally proper understanding about characteristics of performance assessment which include purposes of assessment and differences from other conventional achievement assessments. They responded that the performance assessments were not useful in their science learning and developing their potential abilities. They were not satisfied with reliability and validity of the performance assessments. The middle school students more positively responded than high school students regarding the reliability of the scoring system and the originality of the evaluating materials. The female students more positively thought than males about the reliability of assessment and the usefulness for learning science. The students' self-efficacy level of performance assessment were not low in comparison with another existing assessments. They had high level of self-efficacy in understanding of experimental procedures, and utilizing of experimental apparatuses, but had low level of self-efficacy in understanding purposes of experiments or issues of discussions, processing of experimental results, answering of problems in experimental discussions. The female students' self-efficacy of performance assessment were higher than male students'. There was statistically correlated with females' scores and their level of self-efficacy of performance assessment.

• Journal of Korean Academy of Fundamentals of Nursing
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• v.18 no.2
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• pp.210-216
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• 2011

Purpose: The self-assessment ability of students is important in acquiring clinical skills. The study explored the self-assessment behavior of nursing students after OSCE (Objective Structured Clinical Examination). Methods: The participants were 90 nursing students. They assessed their performance just after an OSCE (assessment 1). They were given OSCE checklists and re-assessed their performance level (assessment 2). Assessments 1, 2, and an assessment by professor were compared and analyzed. Results: Students assessed themselves higher than professor. But, when students were divided into three groups according to score level, different behaviors were evident between the groups. The high-score group assessed themselves lower than the professor, while the mid-and low-score groups assessed themselves higher than the professor. Students' self-assessment more closely approximated the professor's assessment when they were given checklists. The correlation between assessments 1 and 2 was stronger in high-score group and weak in low-score group. Conclusion: The study results indicate that students tend to assess their skills higher than the professor, but their scores were more in line with the professor when they were provided with checklists, and students' self-assessment behavior differed in the different score groups, suggesting a need for customized feedback and a concern for students with low scores.

• Human Ecology Research
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• v.61 no.3
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• pp.429-443
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• 2023

The purpose of this study was to investigate whether internal control, autonomous motivation of middle school students, and perceived parental pressure on academic performance affect academic procrastination, while verifying the moderating roles of autonomous motivation and parental pressure on academic performance. The participants were a total of 371 middle school students. Academic procrastination, internal control, autonomous motivation, and parental pressure on academic performance were measured using the Procrastination Inventory (Aitken, 1982) revised by Jeon and Park (2014), the Internal-External Control Scale (Ko, 2014), the Academic Self-Regulation Questionnaire (Ryan & Connell, 1989) revised by Kim (2002), and the Scale of Kang (2003), respectively. The collected data was analyzed using SPSS 26.0 and a Process Macro Model 2 (multiple additional modulation effect). The results of the study are summarized as follows. First, middle school students' internal control, autonomous motivation, and perceived parental pressure on academic performance directly affected the students's academic procrastination. Second, the moderating role of parental pressure on academic performance was significant. On the other hand, the moderating role of autonomous motivation was not significant. In conclusion, the results of this study suggest that in order to reduce and prevent academic procrastination it is important to improve internal control by helping middle school students become confident enough to believe that they have the ability to change their behavior and achieve their aims. At the same time, parents need to be interested in the process rather than only the academic performance of their children and support their autonomy.