• Journal of Educational Research in Mathematics
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• v.9 no.1
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• pp.279-294
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• 1999

The level-based task learning had an effect on enhancing the math achievement of enrichment and ordinary classes. Besides, the analysis of mathematical attitude change showed that the level-based task learning took effect in the experimental class in every domain, including self-confidence, flexibility, will power, reaction and value, while it made little difference to the comparative class. The findings were as follows in detail. 1. The Outcome of the Achievement Test 1) The Enrichment Class In the first two tests, there were little differences in the enrichment class, But the disparity between the experimental and comparative classes became larger as this study advanced with 4.3 for the third test, 6.4 for the fourth and 6.1 for the fifth. 2) The Ordinary Class In the first to fifth achievement tests, the ordinary class made less difference than the enrichment class did. But there appeared some effect as this study progressed, since the mean grade disparity between the experimental and comparative classes was 2.1 for the first test, 3.5 for the second, 3.9 for the third, 4.4 for the fourth and 6.3 for the fifth. 3) The Supplementary Class The supplementary class showed no big difference in the first two tests. But, like the ordinary class, there was some effect with the lapse of the third 2.9 for the test, 3.2 for the fourth and 4.1 for the fifth. 2. The Change of Mathematical Attitude 1) The Experimental Class The task learning by level had a great deal of effect on the experimental class, as the pre-and post-comparative analyses showed that this class's grades were 5.1 for self-confidence, 10.8 for flexibility, 11.3 for will power, 9.7 for curiosity, 10.9 for reaction and 2.8 for value. 2) The Comparative Class The relative comparison between the comparative class and experimental class revealed that there was a hole effect on the comparative class. 3. The Outcome of Questionnaire Survey 1) They showed a positive reaction, as 40.1% of them answered the level-based task loaming served to raise their achievement, and 48.0% told so-so, and 11.9% replied they weren't helped by it. 2) The results after the experiment were;37.8% of the students say they under- stood practically everything while 12.6% of them say they under stood almost half. 3) The will to learn after the experiment shows dramatic changes between the two classes, The students in the enrichment class showed better will to learn than the students in the ordinary and supplementary classes did.

• Journal of the Institute of Electronics Engineers of Korea TE
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• v.42 no.3
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• pp.7-12
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• 2005

In this paper, we used class D amplification circuit to improve the decline of error rate caused by low impedance in the Power Line Communication. We manufactured voltage drive circuit and current drive circuit that are driven circuit of power line modem on the present and made a comparison experiment with drivel circuit that uses class D amplifier proposed in this paper. As a result of Experiment, We showed that it has great superiority over other existing drive circuits at rapid impedance change in power line channel.

• Journal of the Korean Society of Manufacturing Technology Engineers
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• v.20 no.1
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• pp.28-33
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• 2011

In this paper, structural design for 2kW class composite blade is performed by using design of experiment(DOE). A full factorial design is applied to meet the design specifications at the manufacturing process. The analysis of variance(ANOVA) is made in order to determine the significance of effects in an analysis. Structural analysis by using of commercial software ABAQUS is performed to compute the displacement and safety factor of filament wound composite blade. The results show that the proposed method is suitable to analyze the factors at the design of wind turbine blade.

• Journal of Korean Home Economics Education Association
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• v.10 no.1
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• pp.153-169
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• 1998

The purposes or this study were to develop the scientific experimental model, experimental guidelines for teachers, experiment planning & report form for students, and evaluation scales for the Home Economics Textiles class in high school. First, through review of literature concerned, scientific experimental model was defined, and the usefulness of this model on the teaching situation testified on other subjects such as Physics and Bilolgy, was reviewed. Secondly, scientific experimental model, experimental guidelines for teachers, experiment planning & report form for students, and evaluation scale were developer on the bases on APU evaluation model, experimental guidelines for teachers, experiment planning & report form for students, evaluation scale applicable to the teaching situation ere established by analysing the significant differences scientifically.

• Journal of The Korean Association For Science Education
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• v.34 no.4
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• pp.349-357
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• 2014

The purpose of this study is to consider the implications of science experiment in class and to seek a direction for its improvement. For this purpose, Science textbooks, teachers' cognitions, and classroom activities have been analyzed to find out how many and what kind of levels of inquiry elements are included in those. In this study, 22 teachers have participated in the questionnaire to investigate their perception about experiment class, and the two instruction cases in two classes of 9th grade have also been analyzed. Results show that most of the textbooks have included questioning, evidence collecting, explanation of phenomena, and connection with existing scientific knowledge. But the elements of communication and justification have been few. Most levels of the inquiry are teacher-led. Although the teachers thought communication and justification are important, their classroom activities does not coalesce with their thoughts. The students mostly spend their time with connecting evidence, they hardly explain the phenomenon based on the proofs as the results of experiment, and the activities of connection with the existing scientific knowledge, and communication and justification.

• The Mathematical Education
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• v.43 no.2
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• pp.115-137
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• 2004

In this paper, we verified the effect and appropriateness of the scheme to cure the math. disliking disposition which is the cause of underachievement in learning. We choose 3 middle schools as the subject of experiment for this research. Each experiment class consists of 27∼30 students(underachievers) whose final test results of 1st school year in the middle school are 30∼60 points. In this case, we also select some middle level students whose test results are more than 60 points for the normal experimental condition. For this research, we developed the suitable test materials to cure the mathematics disliking disposition of underachievers. We applied those test materials to the experiment schools during 2.5 months and we analysed the variation of disliking disposition, the variation of math. dislike students' number and the cure rate of the math. disliking disposition. From the results of this experimental study, we find that the factors of teacher and math recognition environment have only the significant difference of math. disliking disposition between experiment class and comparison class under the 5% significance level in one middle school. We understand that this results caused by teachers' careful advice and guidance in that middle school. We also find that the number of student who dislike mathematics decreased in two middle schools. Furthermore 50% of math. disliking dispositions are cured for 9 disliking factors in the lower grade group(the group of underachievers) and as a whole, we can see that 50% of cure rate for the 7 factors of math. disliking in two middle schools. So we can understand that the experiment of our research was performed successfully in two middle schools. In this research, we find out that the scheme to cure the disliking dispositions for the factors of math. disliking depends on the factors of teacher who take charge of cure. So teachers must take interest in and must have careful concern to students and their math. disliking.

• Journal of The Korean Association For Science Education
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• v.28 no.4
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• pp.331-339
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• 2008

The aim of this study was to compare the effectiveness of microcomputer-based laboratory (MBL) with the traditional laboratory experiment on science classes in middle school. MBL tools were developed and applied for five experiment subjects chosen from middle school science textbook for MBL experiment classes, while usual experiment methods suggested in the textbook were used in traditional experiment classes. In order to evaluate the effects of MBL experiment class, achievement, graphic ability, science process skills, affective aspect related to science were tested before and after applying the MBL experiment. The result revealed that MBL experiment class was more effective than traditional experiment class in improving student's science achievement, science process skills, and graphic ability. The result also indicated that there was a significant difference between experiment and control group with regards to the effect on affective aspect related to science. From the above result, we can find the positive implication of applicability of MBL experiment as a new experiment tool at the early stage of introduction in a real context.

• 대한공업교육학회지
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• v.37 no.1
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• pp.65-85
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• 2012

This study focuses on the 'invention technique and practical experience' unit to observe how the colleague mentoring class has its effect on self-efficacy. For this, we have selected experimental group and comparative group and proceeded the experiment. For five classroom hours of the 'technique of invention and practical experience' unit, each group was assigned different method to do the experiment. The experimental group was applied with the colleague mentoring method and the comparative group was applied with the self study method. To observe the differences of how it effects on one's self-efficacy, the questionnaire was distributed before and after class. Then, it was verified for the meaningful differences between the two groups. To summarize, the results are as follows. First, for self-efficacy experiment, the questionnaire before the experiment showed that there were no differences found between two groups. However, the questionnaire collected after the experiment showed great differences. The group with the colleague mentoring showed more meaningful differences at p<.05 significance level than comparative group. Furthermore, by observing the before and after questionnaire, it was found that both groups showed statistically meaningful differences at p<.05 significance level, but the experimental group showed greater self-efficacy improvements than comparative group. Second, when further examining the self-efficacy, the activity start expectation, activity continuation expectation, activity performance expectation, and experience recovery expectation showed the statistically meaningful differences at p<.05 significance level. According to the above results, it can be stated that the colleague mentoring class has more positive effects on the self-efficacy than self-study class. Summing up, the colleague mentoring class is more effective than self-study for fostering student's self-efficacy.

• Journal of the Korean Chemical Society
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• v.66 no.3
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• pp.218-227
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• 2022

The purpose of this study is to analyze the opinions of students by using the text mining to the good points and improvements among the descriptive course evaluation written by the students who participated in the university chemistry laboratory class, and to derive the improvement for the class. We analyzed the frequency of occurrence, co-occurrence and network of key words. As a result of the study, in the network of good points in the class, the most frequent mentions were made between class and professor, along with explanation, understanding, student, passion, fun, TA, experiment, help, etc. In the network of improvements in the class, the most frequent mentions were made between class and student, along with professor, content, explanation, exam, wish, experiment, understanding, difficult, thought, problem, etc. In other words, the students suggested the opinion that the contents of the class were well understood and that they felt fun and satisfied with the experimental process due to 'easy and detailed explanation' and 'TA's assistance' as good points of the class. On the other hand, the students suggested the negative opinions that the understanding and concentration in the class was decreased due to 'difficulty of content and exam', 'excessive assignments', and 'class environment' as improvements of the class.

• Journal of Korean Home Economics Education Association
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• v.13 no.2
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• pp.15-24
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• 2001

The purpose of this study is to find out practical teaching material about$\boxdr$Cloth$\boxul$part of home economics course in highschool and prove it's effect on learning as the result of applying to teaching and learning activities. The objects of this study were 144 first grade students of Puyo girl's high school located in Puyo county of Chung-nam province. They were identified to have the same quality through such inspections as intelligence quotient and previous scholastic ability test. Experiment group is composed of 72 students of two class in first grade and those students utilized swatch. Controlled group is also made up of 72 students like experiment group and they didn't use swatch. The procedure of this study was as follows : First we collected the real clothing material which was necessary in $\boxdr$Cloth$\boxul$part of high school home economics and made teaching plan that could be used to make use of swatch. In this study. we first seek the averages and variations to know how much is the influence of using real things as the studying materials on the class. Then we verified the level of attention to compare and the level of student's schoolwork accomplishment. interest and attitude between experiment group that used the swatch and controlled group who didn't use those material. The result of this study are as follow : 1) After using swatch. students'attitude toward receiving information was getting better. 2) Students'interest toward$\boxdr$Cloth$\boxul$part was getting higher. 3) Scholastic accomplishment of experimental group became higher than that of controlled group.