• Journal of The Korean Association of Information Education
• /
• v.13 no.1
• /
• pp.31-40
• /
• 2009

In the Cyber Home Learning Service (CHLS) for primary and secondary level students, Cyber Teachers are in charge of providing learning assistance and guidance to students through various activities. Thus, improving the Cyber Teachers' satisfaction level could contribute to increased effectiveness of the CHLS. In this study, we developed the evaluation criteria to assess the satisfaction level of teachers participating in the CHLS, and analyzed factors influencing the satisfaction level. We verified the content validity of the evaluation criteria. We also analyzed the evaluation criteria model by conducting an item characteristic analysis and a goodness of fit test using the SPSS and AMOS. Finally, we developed 20 items from five factors based on the analysis results.

• Journal of the Korean Home Economics Association
• /
• v.34 no.3
• /
• pp.245-257
• /
• 1996

The purpose of this study was to investigate the influences of children's perception of maternal acceptance-rejection and self-evaluation on learned helplessness. The Subjects were 371 fifth and sixth grade children. The helplessness scale, PAQ, PARQ were used. The data was analyzed by factor analysis, MANOVA, ANOVA and path analysis which was made through multiple regression analysis. The results were as follows: 1. The children's perceived maternal acceptance was significantly different depending on their parent's education level. In children's perceived parental rejection, there were gender differences. 2. In the children's self-evaluation, there were an interaction effect determined by the child's sex and the mother's education level, and a main effect of mother's education level. 3. Children's learned helplessness was significantly different depending on their mother's education level. 4. Children's perceived maternal acceptance(β=-0.36, p<.01) and rejection (β=0.17, p<.01) had a direct impact on their self-evaluation. Their self-evaluation(β=0.54, p<.01) and perceived maternal rejection(β=0.16, p<.01) had a direct impact on learned helplessness, but perceived maternal acceptance didn't have a direct impact on learned helplessness.

• Journal of Korean Elementary Science Education
• /
• v.24 no.4
• /
• pp.321-328
• /
• 2005

In this study the effects of science teaming with the level of inquiry requirement in elementary school science experiment instruction were investigated on cognitive domain. We assigned seventy-three students of the fifth grade into two groups according to the levels of inquiry requirement. After each instruction was implemented, the characteristics of the students' tearning science on cognitive domain were compared and analyzed with the levels of them. The higher level (HL) inquiry-required instruction was more effective in increasing and maintaining the memory on the science teaming than the lower level (LL). Especially, in the aspects of the experimental methods and taking cares which the students engage and perform actively rather than do passively, the memory scores of HL group were higher than those of LL. In addition, the memory scores and the degree of maintenance were higher among students who perceived the instruction as easy and interesting. In conclusion, the HL of instruction could stimulate the students to challenge the problems, thereby make them construct meaning actively and improve the amount and degree of maintenance of memory on science teaming.

• Communications of Mathematical Education
• /
• v.23 no.3
• /
• pp.823-848
• /
• 2009

In this paper, we try to find improved solutions for problems with general mathematics education courses. We suggest effective management strategies and teaching-learning methods by level-based classes with utilizing students survey and scholastic level assessment, and management of Mathematics Cafe and its homepage, and also setting example classes for assignments on the Webwork system and evaluating the class.

• The Journal of Korean Society for School & Community Health Education
• /
• v.15 no.3
• /
• pp.17-30
• /
• 2014

Objectives: The purpose of this study was to investigate the status of exposure to blood and body fluid and factors affecting on blood and body fluid exposure of nursing students including knowledge, performance regarding standard precautions. Methods: 280 nursing students in D-city and S-city participated in this study. Data collection was conducted from January to March 2012. Students' knowledge and performance on standard precautions of infection control in hospitals were measured using the measurement developed by Hong(2010). Data analysis was performed using descriptive statistics, t-test, one way-ANOVA, ${\chi}^2-test$, Pearson correlation coeficient, logistic regression by the SPSS WIN 18.0 program. Results: 58.6 percent of subjects experienced a exposure to blood and body fluid. The level of nursing students' knowledge level regarding standard precautions was $22.44{\pm}2.11$ and performance level was $4.31{\pm}0.50$. The factors affecting on blood and body fluid exposure of nursing students were knowledge level and education type about infection control. Conclusions: Based on the findings of this study, to decrease the exposure to blood and body fluid of nursing students, a proper education need to be stressed to improve nursing students' infection control knowledge and awareness.

• Journal of The Korean Association of Information Education
• /
• v.23 no.3
• /
• pp.207-217
• /
• 2019

In order to improve computational thinking, elementary schools have been using 'Scratch' to provide basic programming education. However, the study on evaluation of computational thinking is at an early stage. Therefore, this study evaluated the conceptual level of computational thinking using the scratch code analyzing. For this, Dr. Scratch was used to analyze 179 scratch projects. The results showed that the conceptual level of computational thinking of most elementary students was at the developing level, and that it varied according to gender and production style, showed the lowest level of logic and abstraction, and improved computational thinking during programming. This study is meaningful in that it provides implications for the improvement of teaching methods and self-directed evaluation in learning.

• Human Ecology Research
• /
• v.60 no.2
• /
• pp.289-302
• /
• 2022

This study examined the effect of private educational expenditure on adolescent depression and somatic symptoms. The sample comprised 2,589 first-grade middle-school students who completed the 2018 Korea Children and Youth Panel Survey. Data were analyzed using ANOVA (the generalized linear model), multiple regression, and quantile regression analysis. The principal results were as follows. First, 15.15% of adolescents reported depression symptoms, and 15.57% reported somatic symptoms. Second, levels of depression were significantly different among classes with a different level of private educational expenditure. Third, depression level was significantly negatively associated with private educational expenditure, in that the higher the private educational expenditure, the lower the depression level. Fourth, the effect of private educational expenditure on adolescent depression was significant at the 70~90th quantile regression, suggesting that private educational expenditure was associated with a higher level of depression symptoms. The results indicate that private education was viewed as a consumption commodity rather than a complementary educational practice or investment in human capital. Private education as a commodity might induce the highly developed and costly private education market. In turn, there is an increased financial burden for education at one end of the social-economic continuum and depression caused by relative deprivation at the other end.

• Educational Technology International
• /
• v.19 no.1
• /
• pp.153-173
• /
• 2018

The purpose of this study was to investigate teaching competence of faculty members based on TPACK which should be examined to ensure high quality in higher education. This study was conducted with a focus on TPACK, which integrate technology knowledge (TK), content knowledge (CK), and pedagogy knowledge (PK). Except insincere responses data from a total of 85 participants were used for data analysis in this study. K-mean cluster analysis method was used to examine how faculty members could be distinguished depending on TPACK type. Study results showed that there were three different types of faculty groups (well-balanced competence type, development required competence type, and lack of technology competence type). First, faculty members defined as well balanced competence type were more than the average level in TPACK. Second, faculty members belonged to development required competence type reported below the average level in TPACK. Thus, faculty members in this type were required to increase teaching competence. Finally, faculty members in lack of technology competence type were needed to enhance competence related to technology because their overall TK level was relatively low. This study examined what distinctive characteristics exited in each type depending on gender, teaching career, nationality, and age. Results from this study offered a basis for better understanding TPACK for enhancing teaching competence at the university level.

• Journal of vocational education research
• /
• v.37 no.5
• /
• pp.25-53
• /
• 2018

The purpose of this study is to find out the improvement plan through the satisfaction survey of the trainees involved in vocational training fraud preventive education. In order to do this, we conducted a satisfaction survey(4,263 persons) of 5,939 people who participated in the prevention education conducted by group education or e-learning in 2017. Finally we collected 4,237 effective responses data. Descriptive statistics and the regression analysis were conducted. The finding of the study were as follows. First, the education service quality(4.42), satisfaction level(4.44), understanding level(4.44) and help level(4.45) were significantly higher than those of participants in the preventive education 4 and above. Second, e-learning participants' perceived level of education service quality, satisfaction, comprehension, and help was higher in all variables than collective education's. Third, all of the sub-factors of preventive education service quality influenced satisfaction, understanding, and help in collective education and e-learning, respectively. In the collective education, the contents of education had the greatest influence, and in e-learning, the data composition had the greatest influence. Fourth, desirable education contents were cases of fraud training(70.7%), disposition regulations(47.9%), NCS course operation instructions(32.8%) and training management best practices(32.4%). Additional requirements also included the establishment of an in-depth course, the provision of anti-fraud education content for trainees, and screen switching and system stability that can be focused on e-learning. Therefore, this study suggests that first, it is necessary to activate e-learning for prevention education more, reflecting satisfaction of e-learning is higher than that of collective education. Second, it is necessary to diversify the content of preventive education and to provide it more abundantly, because it has the biggest influence in common with the satisfaction, understanding and help level of the preventive education. Third, education content next, the factors that have a relatively big influence on satisfaction are shown as delivery method and education place in the collective education. Therefore, it is necessary to prepare education place considering the assignment of instructor and convenience. Fourth, constructing data next, the factor that have a relatively great influence on understanding and help are found to be operator support, and more active operator support activities are required in e-learning. Fifth, it is required to delivery prevention activity for trainees participating in vocational training. Sixth, it is necessary to analyze the educational need to construct the contents of preventive education more systematically.

• Journal of Korean Home Economics Education Association
• /
• v.27 no.3
• /
• pp.35-46
• /
• 2015

This study investigates the level of middle school students' achievement perceptions of the objectives of Home Economics education. A survey was conducted using a convenient sample from 360 middle school students, and 332 subjects were used in the final analysis. First, the level of achievement perceptions of objectives of Home Economics education showed a score of 3.46(SD = 0.80), which was slightly higher than the median. Second, the achievement perceptions of objectives of Home Economics education showed significant differences in gender, the grade level, school type, and the level of school records. Third, according to a hierarchical regression analysis, male students' middle school, coeducational middle school, grade, gender, and school record level had significant effects on their achievement perceptions of objectives of Home Economics education, and the explanatory power of these independent variables was 30%.