• The Journal of the Korea institute of electronic communication sciences
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• v.17 no.6
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• pp.1213-1220
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• 2022

This study was conducted to understand how to derive educational methods to efficiently improve class satisfaction for 130 college students who experienced non-face-to-face classes during the last Covid-19. The appropriateness of class time, improvement of learning effect, continuity of non-face-to-face classes, and use of educational media were set as items corresponding to class satisfaction. Research was attempted to derive an educational method for efficient class satisfaction improvement by grasping the difference and relationship between variables.

• Journal of the Korea Convergence Society
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• v.6 no.4
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• pp.169-176
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• 2015

The purpose of this study was to analyze the relationship between sports confidence and class satisfaction according to adolescents' participation in marine sports. First, as a result of analyzing the correlation between sports confidence and class satisfaction, confidence on specific sports had a positive (+) effect on class contents, class style, and class effect, and had a negative (-) effect on physical education teachers. Competition orientation had a positive (+) effect on class contents, class style, and class effect. State sports confidence had a positive (+) effect on all the sub-factors of class satisfaction. Second, as a result of analyzing the effect of sports confidence on class satisfaction, class contents and class style had positive (+) effects on competition orientation and state sports confidence, and class environment and physical education teachers had positive (+) effects on state sports confidence and negative (-) effects on competition orientation.

• Journal of Digital Convergence
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• v.14 no.9
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• pp.579-588
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• 2016

This study is to identify the relationship between cultural physical education class of enjoyment factor, class satisfaction, and exercise continuation behavior. For this purpose, 275 out of 300 copies of survey aimed at students in four universities located in Gyeong-gi province were used. PAWS 18.0 program was used for analysis to present descriptive statistics. Principal component analysis and rotation of Max Berry were used among exploratory factor analysis to check factor extraction and internal consistency. Cronbach's alpha was used for checking reliability. Multiple regression analysis was used to clarify the relationship between enjoyment factor, class satisfaction, and exercise continuation behavior of cultural physical education. These are the following conclusions. First, instructional behavior, grade in physical education, environment, and exercise ability among the enjoyment factors in cultural physical education class have a significant effect on persistence of exercise. Second, instructional behavior and grade in physical education are the factors of class satisfaction and the have a significant effect on persistence of exercise.

• Journal of Fisheries and Marine Sciences Education
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• v.24 no.6
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• pp.977-988
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• 2012

The purpose of this study was to help teachers increase the level of student's school life satisfaction by comparing between the practical data of a group which have an accordant perception for class teacher's discipline style perceived by between teacher him/herself and student with another group which have a discordant perception for class teacher's discipline style perceived by between teacher him/herself and student. For this study, 1460 second grade special high school students in Pusan were selected. And 1273 students and 56 teachers' questionnaires were used for analysis, while 5 questionnaires went uncompleted. T-test and Multiple Regression Analysis were used for compiling statistics of collected data. The results of this study are as follows: First, perceptions about the teacher's discipline style perceived by between teacher him/herself and student were different. Second, the levels of student's school life satisfactions were different by two group. A group which has an accordant perception for class teacher's discipline style perceived by teacher him/herself and student shows the high level of school life satisfaction than B group which has an discordant perception. Last, class teacher's discipline style which affects the level of student's school life satisfaction was different by the two group. These results suggest that to increase the level of student's school life satisfaction, class teachers have to a mutual understanding first, and then approach their students with different discipline style by the level of their interactive relationship with their students.

• Journal of Fisheries and Marine Sciences Education
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• v.28 no.2
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• pp.525-538
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• 2016

This study is to investigate the effect of the amusement factor and the motive of participation in skin-scuba class on the satisfaction with university life with the university students participating in the skin-scuba class and to provide the practical research data for the development of the marine sports, for the proper operation of skin-scuba class, and for the leisure life which the university students may lack. For these purposes, technical statistics between questions were disposed in order to grasp the average and standard deviation on each variables, exploratory factor analysis and reliability analysis were conducted for the reliability and validity of the scale, and correlation analysis and multiple regression analysis were conducted to test the casuality of amusement factor, the motive of participation in skin-scuba class and the satisfaction with university life as the research methods. Research results showed that it was confirmed that the amusement factor and the motive of participation in skin-scuba class act as the important variables in the satisfaction with university life and it was predicted that the motive of participation in skin-scuba class and the amusement factor had interrelation with parameter. Therefore, a variety of programs reflecting the amusement factors should motivate the university students to particiapte in the skin-scuba class to increase the satisfaction with university life and to encourage the re-participation of students.

• Journal of Convergence for Information Technology
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• v.11 no.5
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• pp.176-189
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• 2021

This study was aimed to grasp online learning quality satisfaction in Dental Hygiene students. A survey was conducted targeting finally 228 dental hygiene students at a university in Gangwon Province from February 3, 2021 to February 17. As a result of analysis, the online class satisfaction by good instruction component was lower overall than importance. The learning environment satisfaction was lower than its importance. A difference between importance and satisfaction with online learning by detailed good instruction component showed a relatively big difference in systematic class, online learning environment, ability to convey the class contents. The need for online learning content was high in teaching material and VOD. The class operation type satisfaction was high in a non-real time class. Accordingly, a continuous effort is conceivably necessary for improving quality given the teaching-design establishment of online learning.

• International Journal of Advanced Culture Technology
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• v.11 no.3
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• pp.106-112
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• 2023

This study proposes learner participatory activities for learner-centered college liberal arts classes. In addition, it analyzes learners' perceptions of and satisfaction with learner-centered classes and identifies the issues that must be considered when planning learner-centered activities for college liberal arts classes. The study used a learner-centered participatory activity in which participants created a 4-cut cartoon addressing a specific theme. An open-ended questionnaire was administered to identify learners' attitudes about and satisfaction with the learner-centered classes. It showed that most learners (87.5%) were highly satisfied with the 4-cut cartoon creation activities in the learner-centered participatory class. Learners identified the burden- free nature of the class activities, the fact that they improved their understanding of class content, and that they were fun (not boring) as the main reasons they found the class activities satisfying. In liberal arts English classes, more diverse participatory class activities should be developed to arouse interest and motivation of learners and encourage learners' participation.

• 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.

• Journal of Digital Convergence
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• v.19 no.7
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• pp.397-408
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• 2021

The purpose of this study is to investigate the effect of teaching style of liberal arts physical education professors to class satisfaction, Class flow and physical education attitude of liberal arts students. A study was conducted on a total of 221 liberal arts students. For the collected data, a confirmatory factor analysis and reliability analysis (Cronbach' α) for the measurement tool were performed using the SPSS 26.0 and Amos 21.0 programs. And correlation analysis and multiple regression analysis were performed. The liberal arts physical education Professor's teaching stlye affects the student's class satisfaction (educational satisfaction, environmental satisfaction, psychosocial satisfaction, physical satisfaction), and students' class flow (class immersion, purpose experience, consciousness agreement, challenge, control, Integration). In addition, it has various effects on the student's attitude toward physical education(relationships, physical activity, active participation, health and physical fitness, positive emotions). Efforts to strengthen the competence of liberal arts physical education professors will be needed to revitalize the liberal arts physical education.

• Journal of Fisheries and Marine Sciences Education
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• v.25 no.2
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• pp.526-537
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• 2013

The purpose of this study was to provide basic data needed for analyzing the factors needed for students' positive participation in physical education class and developing the leadership skills needed for effective class guidance by analyzing what relationship there exists between a physical education teacher-exercised transformational leadership and students' trust in physical education teachers and class satisfaction; thus, this study drew the conclusions as follows: First, in the relations between a physical education teacher-exercised transformational leadership and students' trust, it was found that a physical education teacher's charisma and intellectual stimulus had a positive influence on high school students. Second, it was found that a physical education teacher's charisma and individual consideration had a positive influence on a physical education teacher-exercised transformational leadership and the subordinate factor in class satisfaction-a sense of accomplishment while individual consideration and intellectual stimulus were found to have a positive influence on evaluation. Third, as for the trust in a physical education teacher and class satisfaction, the trust was found to have a positive influence on both a sense of accomplishment and evaluation.