• Journal of Engineering Education Research
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• v.27 no.1
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• pp.41-49
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• 2024

The purpose of this study is to explore ways to improve major satisfaction that can be applied by universities through the analysis of factors influencing major satisfaction of engineering college students. To this end, Korea-National Survey of Student Engagement(K-NSSE) data involving 814 students from T University were used, and logistic regression analysis and t-test were applied. The main results obtained through this are as follows. First, engineering college students' major satisfaction factors include major-career relevance, college immersion, and positive academic sentiment. Second, depending on the grade, it was confirmed that the factor of major-career relevance in the lower grades, and the factors of meaningful learning experience and college immersion in addition to major-career relevance in the upper grades had a significant influence. Third, the higher the meaningful learning experience, positive academic sentiment, and college immersion, including the major-career relevance, the higher the major satisfaction was found in the middle-class group with a score of BO or higher. This study is meaningful in that it revealed differences in influence by individual characteristics as well as major satisfaction influencing factors that can be practiced in universities such as learning experiences.

• Journal of Convergence for Information Technology
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• v.8 no.5
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• pp.51-58
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• 2018

This study aimed to find the related factors of nursing students' self-efficacy(including general self-efficacy and social self-efficacy), self-leadership and academic performance. Collected data were analyzed using SPSS 19.0. The general self-efficacy scores of the subjects in who're admitted according to aptitude, higher school grades, extroverts, and higher leadership were significantly higher than those who weren't. The social self-efficacy scores were significantly higher in younger ages, extroverts and higher leadership. Self-leadership was higher in those who're admitted according to aptitude. Academic performance was significantly higher in the females and higher school grades. Social self-efficacy was positively correlated with self-leadership, and negatively with academic performance. Explanation rate of sex, general self-efficacy and social self-efficacy on academic performance was 10.5%. These results can be applied as a basis for developing guidelines of nursing students' self-efficacy, self-leadership and academic performance after repeated studies.

• Journal of Korean Neurosurgical Society
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• v.59 no.6
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• pp.577-583
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• 2016

Objective : The inter-rater reliability of the modified Knosp's classification was measured before the analysis. The clinical validity of the parasellar extension grading system was evaluated by investigating the extents of resection and complication rates among the grades in the endoscopic endonasal transsphenoidal surgery (EETS) for pituitary adenomas. Methods : From November 2008 to August 2015, of the 286 patients who underwent EETS by the senior author, 208 were pituitary adenoma cases (146 non-functioning pituitary adenomas, 10 adrenocorticotropic hormone-secreting adenomas, 31 growth hormone-secreting adenomas, 17 prolactin-secreting adenomas, and 4 thyroid-stimulating hormone-secreting adenomas; 23 microadenomas, 174 macroadenomas, and 11 giant adenomas). Two neurosurgeons and a neuroradiologist independently measured the degree of parasellar extension on the preoperative sellar MRI according to the modified Knosp's classification. Inter-rater reliability was statistically assessed by measuring the intraclass correlation coefficient. The extents of resection were evaluated by comparison of the pre- and post-operative MR images; the neurovascular complications were assessed by reviewing the patients' medical records. The extent of resection was measured in each parasellar extension grade; thereafter, their statistical differences were calculated. Results : The intraclass correlation coefficient value of reliability across the three raters amounted to 0.862. The gross total removal (GTR) rates achieved in each grade were 70.0, 69.8, 62.9, 21.4, 37.5, and 4.3% in Grades 0, 1, 2, 3A, 3B, and 4, respectively. A significant difference in the extent of resection was observed only between Grades 2 and 3A. In addition, significantly higher complication rates were observed in the groups above Grade 3A. Conclusion : Although the modified Knosp's classification system appears to be complex, its inter-rater reliability proves to be excellent. Regarding the clinical validity of the parasellar extension grading system, Grades 3A, 3B, and 4 have a negative predictive value for the GTR rate, with higher complication rates.

• Journal of Society of Preventive Korean Medicine
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• v.13 no.3
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• pp.43-53
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• 2009

Objective : The purpose of this study was to investigate the prevalence and the relationship between hypertension and the grades of 'Yang-Saeng'(health promotion methods in oriental medicine) in hypertension group and control group of Hong-Cheon county in Korea. Methods : To accomplish the purpose, we analyzed the Hong-Cheon survey data which was collected from 1,739 subjects from october 1. 2006 to October 20. 2006. Results : Hypertension group marked lower mentality score($21.0{\pm}3.7$) than that of control group($21.8{\pm}3.2$). (p<0.05) Hypertension group marked higher grades in the other Yang-Saeng categories{Eating($31.6{\pm}5.0$ ; $29.9{\pm}4.9$), Daily life($31.5{\pm}4.3$ ; $30.6{\pm}4.2$), Seasonal life($29.1{\pm}3.4$ ; $28.3{\pm}3.1$), Sexual behavior($13.9{\pm}2.3$ ; $13.5{\pm}2.1$)}. (p<0.05) Conclusion : The result of this study suggest that mental program could be needed more during operating health promotion program for hypertension group.

• Journal of Korean Elementary Science Education
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• v.32 no.4
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• pp.495-502
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• 2013

The purpose of this study was to explore North Korean immigrant elementary students' cognitive and affective characteristics related to science education. A total of 68 North Korean immigrant students enrolled in 3 to 6 grades and 133 South Korean students in 4 and 6 grades in 3 South Korean elementary schools participated in the study. A short version of Group Assessment of Logical Thinking(GALT) was used to investigate the students' levels of logical thinking, and the Enjoyment of Science Lessons Scale(ESLS) of the Test of Science Related Attitudes(TOSRA) was administrated to examine their attitudes towards science lessons. The statistical analysis of data revealed that the level of logical thinking of the North Korean immigrant elementary students was very low and that this was also the case for the South Korean students. Especially, the mean score of logical thinking of the North Korean immigrant 6 graders was much lower when compared with that of the South Korean counterparts. For both the North Korean immigrant students and South Korean students, the enjoyment of science lessons decreased as they progressed through higher grades. This decreasing trend, however, turned out to be more serious in the South Korean elementary students. Based on these results, suggestions were presented to help successful science learning of North Korean immigrant elementary students.

• Education of Primary School Mathematics
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• v.11 no.1
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• pp.21-38
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• 2008

This study is for elementary school student's spatial ability improvement. We have to know their correct spatial ability for teaching it more effectively. And then we can organize about spatial ability one of schoolbook systematically and step by step. Therefore this study did survey elementary school student's spatial ability by grades and school score using newly developed spatial ability survey test. According to result, First, elementary school students spatial ability be developed gradually more 5th, 6th grades than 3th, 4th grades. Second, it was researched that high score student's spatial ability is better than score student lower student's. But the result was influenced by school's curriculum. The score of contents in school's curriculum higher than it's not. Synthetically, the suggestion is what the curriculum is changed. It need to input the contents of spatial abilities and more detailed study.

• Journal of the Korean Home Economics Association
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• v.50 no.8
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• pp.13-19
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• 2012

The present study explored the hours of living and playtime depending on existence of caregiver after school using the data from the Korean Children and Youth Panel Survey7071. KCYPS date collected on 1th, 4th and 7th grade children and their caregivers. The hours of living was categorized into sleeping, learning, reading and play times. Playtime was sub-categorized into time for using playing the computer/games, watching TV/DVD and playing with peer groups. The present study has shown that children in the fourth grade spent more time on learning, whereas reading children in the seventh grade spent more time on playing compared to those in other grades during the weekdays. Also, children in higher grades spent more time playing both on the weekdays and on the weekends. Students of all grades spent more time watching TV/DVD compared to other activities during the weekdays and the weekends. Children with a caregiver spent more time on learning and spent less time playing computer/game, watching TV/DVD and playing with peer groups than children without caregivers. As students moved up a grade, these results clearly appeared. Considering the results in this study, the allocation of hours of living and playtime of children altered depending on the existence of a caregivers.

• The Journal of Korean Academic Society of Nursing Education
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• v.9 no.2
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• pp.212-221
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• 2003

The purpose of this study was to evaluate the effects and define the educational strategies of the cyber education offered to students for Bachelor of Science degree program(RN-BSN). The participants in this study were 67 students in two courses, Growth and Development, and Nursing Process. The main components of the cyber classes were the electronic board and on-line discussion board. The study was conducted from March 4, 2001 to July 23, 2001 at Y University in Seoul, Korea. To examine the effects of the cyber education, learning motivation, and learning satisfaction were measured by questionnaires to the students before the initial class and after completing the class. Learning achievement was measured by the grades for each course. The data were analyzed using frequencies, t-test, and paired t-test. The specific results of the course evaluation were compared and analysis was done to examine differences between traditional classroom teaching and cyber teaching. The study results are as follows: 1. There were no significant differences on total scores for learning motivation between pre-cyber education and post-cyber education. However, there were significant decreases in the post test compared to the pre test for the items, ' I'd like to get as high a score as possible compared to other students (t=-2.20, p=.03)' and ' I'm sure to acquire good grades(t=-5.22, p=.00) '. 2. The average score for learning satisfaction using cyber education was high at 3.52. 3. To define learning achievement using cyber education, grades for students taking cyber classes this year were compared to student grades for a class using traditional lassroom teaching last year. The score was significantly higher for classroom students in the 'Growth and Development' course (t=-3.5, p<.001), and the score was significantly higher for the cyber education students in the 'Nursing Process' course (t=4.3, p<.000). 4. The average of post scores on computer competency was significantly higher on six items, general knowledge about computers, data management and data research, ability to communicate using computer, and internet surfing. On the basis of the above findings, this study suggests that cyber education in nursing courses is effective and readily available. However, it is recommended that consideration be given to characteristics of the course when developing cyber education programs for nursing courses.

• Journal of dental hygiene science
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• v.11 no.5
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• pp.423-430
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• 2011

This study aims to provide basic information for conducting reducing children's dental caries, and proper eating habits and ineffective oral health education activities by survey of children's oral examination and their mothers based on 9 elementary school at a local area in Gyeonggi Province from May, 4 until July, 20 2009, and the results were as follows: 1. The children's DMF rate by gender was higher in men than women, the children's dental caries by grades was higher in higher grades than lower grades, so there were statistically significant differences between children's dental caries experiences in gender and grades(p<0.05). 2. Mother's socio-economic characteristics, mother's detergent food intake frequency, the mother's protective food intake frequency and the snack consumption etc. had not great effects on the children's dental caries(p>0.05). In the dental caries experience in children according to the maternal eating behavior, there were the significant differences(p<0.05) between the degree of unbalanced diet in mother and dental caries experience df index in children. Proper eating behavior of balanced diet in mother must take precedence for children's oral health, and required for their children to have interests about proper eating habits and oral health.

• Korean Journal of Community Nutrition
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• v.17 no.6
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• pp.689-706
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• 2012

The purpose of this study was to evaluate effects of a nutrition education focused on Food Exchange System for the higher grades elementary children. Nutrition education lessons (40 min/lesson, 4 times), '5 major nutrients and functions', '6 food groups', 'daily needed energy and food exchange units', 'good choice of snacks and balanced exercise' were provided to elementary students (5th grade students). This research was based on the data from two groups of elementary school children in the 'education' group (n = 31) and 'non-education' group (n = 31). We assessed the changes in dietary attitude, food habit and nutrition knowledge using questionnaire and nutrient intake using 24hr recall method by nutrition education using the developed pamphlet. After education, there was a significant difference in the dietary attitude score only in attitude of 'balanced meal' (p < 0.001) in the education group compared to the non-education group. In food habit, there were significant positive changes in the type of breakfast and in the priority of choosing snack in the educated group. In nutrition knowledge, there were significant increases in scores of 'function of carbohydrate' (p < 0.05), 'function of fat' (p < 0.01), 'function of vitamin' (p < 0.01), 'foods of carbohydrate' (p < 0.01), and 'foods of vitamin' (p < 0.01) in the educated group. After education, carbohydrate: protein: fat (CPF) ratio was significantly different between the two groups (education group, 59 : 16 : 26 vs. non-education group, 63 : 15 : 23). In evaluation of nutrient intake by Dietary Reference Intakes for Koreans (KDRIs), there were significant positive effects in energy (p < 0.05), thiamin (p < 0.05), riboflavin (p < 0.05), vitamin C (p < 0.05), phosphorus (p < 0.01), Fe (p < 0.01) and zinc (p < 0.01) in the education group compared to the non-education group. In conclusion, the developed 4 times' nutritional education pamphlet focused on individual daily energy requirements and food exchange units using food exchange system for higher grades' elementary student may positively change nutrition knowledge and dietary intakes.