• Journal of Korean Home Economics Education Association
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• v.19 no.3
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• pp.149-168
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• 2007

The purpose of this study was to analyze the home economics education items in the teacher recruitment examination for secondary school. To achieve the purpose, all the home economics education items, which were carried out for seven times from the school year 2001 to the most recent year 2007, were compared and analyzed. The form of items was analyzed by frequency and rate. Behavioral domain of items was analyzed by content analysis. In this study, some recommendations were suggested for the quality of home economics education items through discussion of science education and society education items, which were abstracted from the school year 2001 to the most recent year 2007. The results of this study were as follows. First, the score ratio of home economics education items was fluid as 20-30% from the school year 2001 to 2004 but it fixed as 30-35% since the school year 2005. In subcategory of home economics education, curriculum items accounted for highest ratio(43%). In the next thing, items of teaching-learning method(35%), evaluation(19%) and philosophy(3%) related to home economics education were followed in order. Second, the form of home economics education items was coexistent form of single item and subordinate item from the school year 2001 to 2004. But it was changed into form of single item by 100% since the school year 2005. Third, regarding the content of home economics education items, most of the curriculum items were related to the content of the 7th National Curriculum. Teaching-learning method items were taken mostly from model of teaching-learning. Evaluation items were taken mostly from performance assessment. Philosophy items related to home economics education were taken only from Habermas's three systems of action on the school year 2005. Fourth, about behavioral domain of home economics education items, most of the curriculum items were level of 'simple knowledge or memory'. Therefore, it was suggested that behavioral domain of curriculum items had to be changed into 'complex knowledge or comprehension and application'. The behavioral domain of teaching-learning method items and education evaluation items was mostly 'complex knowledge or comprehension and application'. However, to bettering the items it was suggested that the behavioral domain of them has to be changed 'comprehension' into more 'application'. Fifth, regarding the coverage of home economics education items, curriculum items were limited only superficial content of the 7th National Curriculum. Therefore, it was suggested that coverage of curriculum items had to be extended to theoretical content, which was philosophical background and various principles of curriculum. It was suggested that coverage of teaching-learning method items had to be extended to the content including various teaching-learning theories and the practical reasoning home economics instruction proved effective as home economics instruction recently. Evaluation items were taken mostly from performance assessment. Therefore, it was suggested that coverage of evaluation items had to be extended to analysis of evaluation result, item validity and reliability, and evaluator's philosophical perspective.

• Journal of Korean Academy of Nursing
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• v.34 no.5
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• pp.729-738
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• 2004

Purpose: 'Yangsaeng' is a traditional health care regimen for the promotion of health and prevention of illnesses ty means of specific principles and methods for the purpose of living a long and healthy life. The purpose of this paper was to develop a tool in measuring Yangsaeng and to verify its reliability and validity. Method: Content validity was conducted three times by 8 experts. Factor analysis was conducted to test its construct validity. Result: Thirty-one items were selected in 8 factors; Morality Yangsaeng, Mind Yangsaeng, Diet Yangsaeng, Activity & rest Yangsaeng, Exercise Yangsaeng, Seasonal Yangsaeng, Sleep Yangsaeng and Sex life Yangsaeng. The explanatory variance is 61.76%. Cronbach's alpha of the final tool is .89 and that of each factor is .68～.82. The analysis of the items shows that the item-total correlation is .40 or higher. Criterion-related validity was verified with the CMCHS V1.0 and the KoHSME V1.0. Conclusion: Since the tool developed in this study was verified in terms of its reliability and validity, it could be utilized as a tool for evaluating the extent of Yangsaeng.

• Journal of Korean Home Economics Education Association
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• v.29 no.1
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• pp.35-56
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• 2017

The purposes of this study were to develop an instrument to examine the latent domains to measure H-PCK and verify the reliability and validity of the instrument. To accomplish these purposes, instrument item development, content validity, pilot study, and main study were conducted. The results were as follows. First, based on a review of extant literature, 29 items for H-PCK were developed. Seven items were deleted from the original instrument after determining content validity by 10 in-service Home Economics teachers, which resulted in the 22 items of 3 domains(Knowledge of perspective on Home Economics Education(KP), Knowledge of Home Economics curriculum(KC), Knowledge of Home Economics instructional strategies(KI)). Second, data were collected from 137 Home Economics teachers via mail survey for pilot study to establish reliabilities for each individual domain and across the domains based on Cronbach's ${\alpha}$ and item-total correlation. The result showed good reliabilities in the cut-off value of .7 and .5 for Cronbach's ${\alpha}$ and for item-total correlation respectively. Third, the main study was performed with 220 Home Economics teachers via e-mail survey and the reliability and validity tests were conducted. The reliability test results showed good reliabilities. The model for confirmatory factor analysis(CFA) provided a good fit to the data (e.g., CFI=.92, RMSEA=.06, SRMR=.05) to evaluate construct validity. The three domains of KP, KC, and KI demonstrated the acceptable convergent and discriminant validities in each individual domain and over domains. Thus, the instrument in this study may be utilized to measure H-PCK. Finally, criterion-related validity was performed to examine the extent to which the three domains are related to teacher efficacy with Pearson correlation (${\rho}$). It was relatively highly correlated at ${\rho}=.7$. In addition, the higher H-PCK the Home Economics teachers had, the higher teacher efficacy they had. The final instrument consisting of 22 items from 3 domains were determined through the entire procedure.

• Journal of Home Health Care Nursing
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• v.22 no.2
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• pp.246-255
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• 2015

Purpose: The study was conducted to develop the Nursing Practice Capacity scale for evaluating achievement of education objectives among students in nursing school. Methods: This was a methodological study. The scale development process included generation of initial items, verification of content validity, selections of secondary items, preliminary study, and extraction of final items. The participants were five graduates 1 to 4 years after graduation (for the preliminary study) and 125 graduates 1 to 4 years after graduation from the nursing school at A University, South Korea. Item analysis, criterion validity, and internal consistency were used to analyze the data. Results: Twenty-six items were selected for the final scale. The scores on the scale were significantly correlated with the Nursing Competency Scale(r=.62, p<.001) and Nursing Performance Scale(r=.63, p<.001). Chronbach's alpha coefficient for the 26 items was .87. Conclusion: The Nursing Practice Capacity scale for evaluating achievement of nursing education objectives has good validity and reliability. The measurement scale can be useful for evaluating the nursing practice capacity of nurses as well as measuring the extent to which graduates have achieved the established education objectives in the education fields.

• Journal of the Korea Convergence Society
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• v.13 no.5
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• pp.229-236
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• 2022

The goal of this research is to understand the extent to which active seniors' mobile app usage level affects their lifestyle and life satisfaction. For this, we surveyed for 15 days in early December 2021 targeting about 150 users nationwide. As the questionnaire content, the independent variable was "mobile app usage level", the parameter was "lifestyle", and the dependent variable was "life satisfaction". As a result of empirical analysis, reliability and exploratory factors between each variable were verified, and it was confirmed that internal consistency was secured. It was investigated that the concentration validity of each item was generally well confirmed. As a result of hypothesis testing by the structural equation, 'App usage level ⇨ Lifestyle' was 0.244, 'Lifestyle ⇨ Life satisfaction' 0.707, and 'App usage level ⇨ Life satisfaction 0.141' was adopted. This study shows that the higher the level of mobile app usage of active seniors, the higher the lifestyle. Also, the better the lifestyle, the better the quality of life. It is analyzed that life satisfaction will improve as the level of mobile app use increases. Therefore, in order to improve life satisfaction, it seems necessary to increase the level of app use and lifestyle.