• Journal of Agricultural Extension & Community Development
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• v.27 no.4
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• pp.159-171
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• 2020

This study aims to examine the needs analysis for agricultural management capabilities and farming practices that were emphasized by focusing to the inflow of farmers and the importance of the smooth succession. Data were collected from 134 farm successors. The Borich demand and the Locus for Focus model were hired for the study. Result were as follows. The competency group that the farm successors showed a high educational needs for was financial management. As for the detailed competencies that farm successors showed high educational needs for, based on Borich demand and the Locus for Focus model, the six detailed competencies of financial measures, financial analysis, financial management, sales planning, machine operation, and pest management were common and were derived as priorities. As for the direction of farming practice education for farm successors, based on these analysis results, education on machinery operation in the production sector should be expanded, and the management sector, more systematic and diverse education should be prepared to strengthen financial management capabilities.

• Korean Journal of Childcare and Education
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• v.12 no.5
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• pp.47-69
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• 2016

The purpose of this study was to examine teaching competency for character education of early childhood teachers and their demands to improve their capacities. 152 kindergarten and child care teachers responded to 30 survey questionnaires, which included 3 sub-factors(commutative, practical, instrumental) of teaching competency for character education of the teachers, as well as 16 detailed components, designed to check their current competency for character education and to investigate the priority elements that they desired to improve. The data were analyzed based on the Borich request formula, the locus for focus model, and the independent sample t-test across the teacher groups. The results were as follows: Firstly, the most highly demanded teaching competency by the teachers was using tools interactively for character education. And the teachers, among the sub-elements, requested (a) recording and evaluating character education systematically, (b) using local or national resources, (c) planning member's participation, and (d) performing character education related activities systematically. Secondly, more new teachers demanded instrumental competency and answered the need of parents' participation among the sub-elements, more than the more experienced teachers, respectively. The study discussed the implications of promoting early childhood teachers' teaching competency for character education.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.19 no.7
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• pp.315-324
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• 2018

This study was conducted to identify and analyze the educational needs for program outcomes in nursing students. Participants included 256 nursing students at K college, and a survey was conducted from October 30 to December 22, 2017. Data was analyzed with SPSS WIN 20.0 using descriptive statistics, t-test, ANOVA, Borich's Needs Analysis, and the Locus for Focus Model. Results found that subjects recognized that the present level was high about 'Apply therapeutic communication skills,' 'Provide fundamental nursing skills' and 'Understanding nursing profession standards'. 'Provide fundamental nursing skills', 'Apply a nursing intervention', 'Understanding legal and ethical standards of nursing practice and implementation' were the most important sub-elements of program outcomes. In according with the Borich's needs value and the Locus for Focus Model, 'Apply a nursing intervention', 'Explain the importance of the role and cooperation within the healthcare team', 'Provide fundamental nursing skills', 'Execute the nursing process', 'Understanding the legal and ethical standards of nursing practice and implement' were identified as the top priorities of educational needs. Results of this study are expected to be used as basic data to develop outcome-based curriculum and nursing education programs.

• The Mathematical Education
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• v.57 no.1
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• pp.1-36
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• 2018

The purpose of this study is to examine the relationship between utilization of technology and TPACK in mathematics teachers, and to analyze needs and retentions, difference between needs and retentions, and educational needs of TPACK in mathematics teachers. Furthermore, we will prioritize TPACK items that mathematics teachers want to change, and provide implications for teacher education related to TPACK in the future. To do this, we analyzed 328 mathematics teachers nationwide by using survey on the utilization of technology, averages of TPACK's needs and retentions, t-test of two averages, Borich's educational needs analysis, and the Locus for Focus model. The results are as follows. Firstly, the actual utilization rate was lower than the positive recognition of utilization of technology by mathematics teachers, and many mathematics teachers mentioned the lack of knowledge related to TPACK. Secondly, the characteristics of in-service mathematics teacher's needs and retentions for TPACK were clear, and TPACK's starting line of in-service mathematics teacher can be different from pre-mathematics teacher's. The retentions was high in the order of CK, PCK and PK, and the needs was higher in the order of TPACK, TCK, TK and TPK. All of the higher retentions were knowledge related to PCK, and the value of CK was extremely high among them. In addition, mathematics teachers recognized needs for integrated knowledge related to technology, and they needed more TCK than TPK. The difference between needs and retentions showed that all items except two items in the PK were significant. Retentions of all items in CK was higher than needs, needs of all items in TK, TCK, TPK and TPACK was higher than retentions, PK and PCK were mixed. Thirdly, based on the analysis of Borich's educational needs and the Locus for Focus model, teacher education on TPACK for mathematics teachers needs to focus on TPACK, TK, TCK, and TPK. Specifically, TPACK needs to combine technology in terms of creativity-convergence, mathematical connections, communication, improvement of evaluation quality, and TK needs to new technology acquisition, function of utilizing technology, troubleshoot problems with technology, TCK needs to mathematical value(esthetic, practical) with technology, and TPK needs to consider technology in terms of evaluation methods, teaching and learning methods, improvement of pedagogy. Therefore, when determining the direction of teacher education related to TPACK in the future, if they try to reflect these items in detail, the teachers could participate more actively and receive practical help.

• Journal of dental hygiene science
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• v.18 no.4
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• pp.252-264
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• 2018

The purpose of this study was to analyze the priorities of oral health education contents for preschool children by targeting teachers and parents using the Borich priority formula and The Locus for Focus Model. The survey was conducted in 212 teachers and 215 parents from December 26, 2017 to January 21, 2018. The priorities of oral health education contents were based on a 3-step analysis method, including the paired sample t-test, Borich priority formula, and The Locus for Focus Model. As a result of this study, the number of items about oral health education for preschool children that were prioritized by teachers was 7, while that by parents was 9. The top priorities that teachers and parents had in common were the following 5 items; "The progression of dental caries," "Symptoms of dental caries," "How to prevent dental caries," "Eruption sequence of permanent teeth," and "Method for emergency management of avulsed teeth." The teachers' priorities of the oral health education contents were the same between teachers and parents; "Eruption sequence of deciduous teeth" and "The function of the permanent teeth" were added. The parents' priorities of the oral health education contents were the same between teachers and parents; "The effect of fluoride application," "The number of permanent teeth," "How to prevent malocclusion," and "The appropriate timing of malocclusion treatment" were added. Based on the results of this study, when developing oral health education programs for teachers and parents, oral health education for teachers should include 7 items and oral health education for parents should include 9 items.

• Journal of Nutrition and Health
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• v.56 no.5
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• pp.554-572
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• 2023

Purpose: The purpose of the study was to analyze the priorities for educational content regarding precautions to be taken to prevent safety accidents for employees in school foodservice using the Borich priority formula and the Locus for Focus model. Methods: A survey was conducted in February 2019 on 194 employees in elementary school and 122 employees in middle- and high school foodservice in the Jeonbuk area. Demographic characteristics, status of safety accidents, safety education, and their importance and performance levels were assessed using a self-administered questionnaire. The priorities for the educational content on precautions to prevent safety accidents were based on a 3-step analysis method, including the paired sample t-test, Borich priority formula, and the Locus for Focus Model. Results: The average perceived importance of the precautions to be taken against safety accidents of employees in elementary-, middle-, and high schools was higher compared to the average performance of the employees (p < 0.001). The top priority for elementary school employees was caution against falls during the cleaning of the gas hood and the trench in the kitchen. In addition, 'awareness of chemical signs' was added as one of the top priorities of middle- and high school employees. The second highest priority items were 'do stretching', 'safely adjusting workbench height', 'keeping the right attitude', 'using assistive devices when moving heavy things', and 'checking the material safety data sheet', which were the same for all elementary, middle- and high school employees. Conclusion: Thus, to improve the educational preparedness of employees in the area of safety precautions, eight safety/accident prevention items should be included in the safety education program.

• Journal of Practical Engineering Education
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• v.13 no.2
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• pp.221-232
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• 2021

The purpose of this study is to explore the design direction of artificial intelligence convergence liberal arts subjects based on flip learning and maker education through analysis of learner needs in a non-face-to-face classroom environment caused by COVID-19. To this end, we analyzed the priorities of subject content elements by using the Borich needs assessment and The Locus for Focus model along with students' perceptions of flip learning for students who took and did not take maker education-based liberal arts courses. Based on this, it was used as basic data for designing the curriculum. The study results are as follows. First, the content elements of the artificial intelligence liberal arts curriculum based on maker education consisted of a total of 9 areas and were designed as a class using flip learning. Second, the areas with the highest demand for education are 'Artificial Intelligence Theory', 'Artificial Intelligence Programming Practice', 'Physical Computing Theory', 'Physical Computing Practice', followed by 'Convergence Project', '3D Printing Theory', '3D Printing practice' was decided. Third, most of the questionnaires regarding the application of flip learning in maker education-based artificial intelligence liberal arts subjects showed positive responses regardless of whether they took the course, and the satisfaction of the students was very high. Based on this, an artificial intelligence-based convergence liberal arts curriculum using flip learning and maker education was designed. This is meaningful in that it provides an opportunity to cultivate artificial intelligence literacy for college students by preparing the foundation for artificial intelligence convergence education in liberal arts education by reflecting the needs of students.

• Korean Journal of Community Nutrition
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• v.3 no.4
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• pp.609-621
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• 1998

Although many people initially enroll in health education programs, there are many instances of erratic participation and dropouts. Inconsistent participation in intervention programs minimizes their impact on health promotion. Therefore, a theoretical understanding of factors influencing participation in these programs can potentially enhance the effectiveness of its educational strategy. This study used the Pender's Health Promotion Model to examine specific factors influencing incentives to participate in an elderly nutrition education program. The Elderly Nutrition Counseling and Education Program was conducted with 147 volunteers (76 males, 71 females), aged 60 to 87, at 5 separate community elderly centers, by public health dietitians from February to April 1997. Some participants dropped out during the program. Overall, 61 people(18 males, 43 females) finished all 7 steps over 2 months. Pre-intervention data were collected by trained dietitians. This data included individual cognitive-perceptual factors(perceived benefits of nutrition improvement, importance of health, perceived control over health by multidimensional health locus of control, self esteem, perceived health status, concern about health, depression scale and social health scale), which were known to influence the likelihood of health behavior, and modifying factors(socioeconomic variables, biological characteristics, behavioral factors, such as smoking, alcohol drinking and exercise). Male finalists had a significantly lower chance for health locus of control, and better social health status with their children and grandchildren, compared to males who dropped out. Female finalists had a significantly higher locus of control regarding food behavior, higher self-esteem, better recognized nutritional status, worse self-recognized health status and lower concern about health than those who dropped out. There was no significant difference between the attendees and dropouts in age, BMI$(kg/m^2)$, Nutritional Risk Index, depression scale and daily nutrient intake. These results suggest that elderly nutrition intervention plans should focus on the individual cognitive and perceptual factors, with interpersonal influences, to increase participation in nutrition in nutrition improvement programs.

• Journal of the Korea Society of Computer and Information
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• v.27 no.12
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• pp.251-258
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• 2022

This study aims to provide basic data for reinforcing the learning competency of paramedic students by analyzing the performance, importance, and demand for the major curriculum of them. The participants of the study was 217 students from the Department of Emergency medical technology from 3 universities in Chungnam, and the survey data collection period was from December 13 to December 24, 2021. As a result of the study, 'Education for Ambulance management', 'Education for maintaining professionalism after graduation', 'Education for In-hospital patient monitoring' are highly required by Borich need, and 'Education for medical oder from a doctor, Education for han dover to In-hospital medical staff', 'Education for non-traumatic emergency patient treatment', 'Education for In-hospital patient monitoring', and 'Education for In-hospital medical assistance' are the top priority areas of the LF model. It is judged that it is necessary to reinforce the curriculum corresponding to in order to strengthen the learning capabilities of paramedic students.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.17 no.11
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• pp.595-603
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• 2016

This study was conducted to identify and analyze the educational needs for key vocational competency in nursing students. The participants were 411 nurse students at five universities and the survey was conducted from June 1 to June 31, 2016. The data were analyzed with SPSS WIN 23.0 using descriptive statistics, a paired T-test, Borich's Needs Analysis, as well as the Locus for Focus Model. Based on the results, the subjects recognized the present level of 'professional ethics,' 'self development' and 'interpersonal skills' to be high and those of 'communication skills' and 'skills for understanding groups' to be low. 'Professional ethics,' 'self development,' 'problem solving skills' and 'communication skills' were the most important sub-elements of vocational competency. A significant difference in recognition levels between present and importance ere found in all components of vocational competency. The four priorities were analyzed based on Borich's needs value. In accordance with the Locus for Focus model, 'communication skills,' 'problem solving,' 'resource management skills' and 'self development' were identified as the highest priority sub-factors of vocational competency to nursing students. Based on the result of this study, it is expected to be used as the basic data to develop the nursing student's vocational curriculum and program.