• Journal of The Korean Association For Science Education
• /
• v.34 no.3
• /
• pp.221-233
• /
• 2014

In this study, we analyzed verbal interactions among 32 students in 7th graders' science cooperative learning at the levels of turns, interaction units, and conflict behavior units, and compared their verbal interaction patterns between the heterogeneous and homogeneous groups by students' collectivism. The relationships of verbal interactions with the achievement test scores and the increase of the achievement test scores were also investigated. In the analyses of turns, the distributions of the subcategories of the statements related to the task were found to be similar in both groups, and the frequency of 'explain' was highest. The frequencies of interaction units were higher in the homogeneous groups than the heterogeneous groups, and the frequency of 'symmetric interaction' was highest. In the heterogeneous groups, the frequencies of turns and interaction units for the students of high collectivism were higher than those of low collectivism. The frequencies of conflict behavior units were generally low, but the rates were similar in both groups. In the case of the homogeneous groups, the frequencies of 'avoiding' and 'competing' for the students of low collectivism were high, and the frequency of 'cooperating' for the students of high collectivism was high. In addition, the qualitative differences between the two groups were found in the interaction units and conflict behavior units. The achievement test scores and the increase of the achievement test scores were positively related with the sum of the frequencies of the statements related to the task.

• Journal of the Korean Mathematical Society
• /
• v.42 no.6
• /
• pp.1153-1167
• /
• 2005

In this paper, all rings and all near-rings R are associative, all modules are right R-modules. For a near-ring R, we consider representations of R as R-groups. We start with a study of AGR rings and their properties. Next, for any right R-module M, we define a new concept GM module and investigate the commutative property of faithful GM modules and some characterizations of GM modules. Similarly, for any near-ring R, we introduce an R-group with MR-property and some properties of MR groups.

• Journal of The Korean Association For Science Education
• /
• v.24 no.6
• /
• pp.1063-1069
• /
• 2004

This study investigated the effects of grouping method in solving chemistry problems using Think-Aloud Paired Problem Solving (TAPPS). Three classes (125 students) of a co-ed high school in Seoul were randomly assigned to the control, the homogeneous TAPPS, and the heterogeneous TAPPS groups. Prior to the instructions, a test of awareness of metacognition was administered. In the treatment groups, students were grouped into either homogeneous or heterogeneous group on the basis of their pre-achievement levels, and worked in pairs on chemistry problems about chemical equation and stoichiometry. Students' analytical skill, problem solving ability, and awareness of metacognition were examined after the instructions. One-way ANCOVA results indicated that the scores of the homogeneous TAPPS group in the analytical skill test were significantly higher than those of the heterogeneous TAPPS group. However, there were no significant differences among the three groups in the problem solving ability and the awareness of metacognition.

• Journal of The Korean Association For Science Education
• /
• v.32 no.10
• /
• pp.1551-1566
• /
• 2012

In this study, the effects of grouping by students' collectivism in cooperative learning strategy applied to middle school science classes on their academic achievement, science learning motivation, and perceptions of science learning environment were investigated. Students' perceptions of cooperative learning were also studied through survey and interview. The students were assigned to the control, heterogeneous, and homogeneous groups, and taught for 12 class hours. The analyses of results revealed that interactive effects between the instruction and the level of collectivism were found in the test scores of achievement, science learning motivation, and relevance, and that there were main effects in the test scores of confidence, perceptions of science learning environment, affiliation, and rule clarity. The achievement test scores of the students with low collectivism in the homogeneous group were significantly higher than those in the heterogeneous group. The test scores on science learning motivation and relevance of the students with high collectivism in the homogeneous and heterogeneous groups were significantly higher than those in the control group. In addition, the test scores of confidence and affiliation in the treatment groups were significantly higher than those in the control group. The test scores on perceptions of science learning environment and rule clarity in the homogeneous groups were significantly higher than those in the control group. There were also differences in the perceptions of science cooperative learning by students' collectivism.

• Journal of The Korean Association For Science Education
• /
• v.22 no.3
• /
• pp.508-516
• /
• 2002

This study investigated the influences of group composition in cooperative computer-assisted instruction (CAI) upon students' conceptual understandings, application abilities, learning motivations, and the perceptions of involvement. Seventh graders (N=97) were selected from a co-ed middle school in Seoul, and taught about 'motion of molecules' for 5 class hours. In the two treatment groups with cooperative CAI strategy, homogeneous and heterogeneous small groups were organized by the previous science achievement. Traditional instructions were administered to the comparison group. Two-way ANCOVA results revealed that the scores of the conception test for the treatment groups were significantly higher than those for the comparison group. However, there was no difference between the homogeneous and the heterogeneous groups. The scores of the three groups did not differ significantly in the application test and the learning motivation test. However, the perceptions of involvement for the treatment groups were more positive than those for the comparison group.

• Journal of The Korean Association For Science Education
• /
• v.27 no.3
• /
• pp.180-189
• /
• 2007

This study investigated the influences of reciprocal peer tutoring (RPT) strategy on middle school students' science achievement, self-efficacy, perception of instruction by grouping method and science achievement level. Eighth graders from a middle school in Seoul were assigned to comparison, homogeneous RPT, and heterogeneous RPT groups. The students were taught about 'separation of mixtures' for 8 class hours. After the instructions, a science achievement test consisting of three subtests (knowledge, understanding, and application), a self-efficacy test, and a questionnaire about the perception of instruction were administered. The analysis of the results revealed that the scores of heterogeneous RPT group, regardless of the students prior science achievement level, were significantly higher than those of the other groups in the knowledge and understanding subtests, and the self-efficacy test. The scores of homogeneous RPT group were significantly higher than those of the comparison group in the knowledge subtest but not in the understanding subtest and the self-efficacy test. The low-level students in heterogeneous RPT group performed better in the science achievement test and the application subtest than those in the other groups. The high-level students in RPT groups performed better in the science achievement test than those in comparison group. However, there was no significant difference for the application subtest scores of the high-level students of the three groups. Most students in RPT groups perceived positively on the instructions. The students in heterogeneous RPT group and low-level students especially showed more positive perception of the instruction than those in homogeneous RPT group and high-level students.

• Korean Journal of Materials Research
• /
• v.24 no.7
• /
• pp.375-380
• /
• 2014

Solar cells exhibit different power outputs in different climates. In this study, the temperature dependence of open-circuit voltage(V-oc), short-circuit current(I-sc), fill factor(FF) and the efficiency of screen-printed single-crystal silicon solar cells were studied. One group was fabricated with homogeneously-doped emitters and another group was fabricated with selectively-doped emitters. While varying the temperature (25, 40, 60 and $80^{\circ}C$), the current-voltage characteristics of the cells were measured and the leakage currents extracted from the current-voltage curve. As the temperature increased, both the homogeneously-doped and selectively-doped emitters showed a slight increase in I-sc and a rapid degradation of V-oc. The FF and efficiency also decreased as temperature increased in both groups. The temperature coefficient for each factor was calculated. From the current-voltage curve, we found that the main cause of V-oc degradation was an increase in the intrinsic carrier concentration. The temperature coefficients of the two groups were compared, leading to the idea that structural effects could also affect the temperature dependence of current-voltage characteristics.

• Journal of the Korean Operations Research and Management Science Society
• /
• v.23 no.4
• /
• pp.171-186
• /
• 1998

While one main stream of research in GDSS (Group Decision Support System) is to investigate how GDSS affects decision-making performances of groups according to task types, support features, meeting facilitation modes and meeting environments. little study h3s been done about how group characteristics affect group decision processes and outcomes depending upon GDSS is provided or not. So far, most GDSS research has considered group characteristics (e.g. personality homogeneity) as given and did not include it as control variables in experiments. Therefore, the objective of this study is to investigate how members of two different groups perceive the use of GDSS in group meetings through lab experiments. The two groups are homogeneous and heterogeneous groups in terms of members' personality mix. This research found that the effect of GDSS is a function of groups' personality homogeneity in regards of the satisfaction on decision process and the communication thoroughness. The support of GDSS and the group homogeneity are proved to influence participant's perception about some dependent variables such as satisfaction on decision process.

• Journal of Haehwa Medicine
• /
• v.12 no.2
• /
• pp.177-197
• /
• 2004

1. The values of Cronbach's alpha for the Taeyang, Taeum, Soyang and Soeum questionnaire were 0.7955, 0.7776, 0.8545, and 0.8601 respectively. These results indicate a highly satisfactory level of internal consistency for the questionnaire. 2. If the deletion of an item increases Cronbach's alpha then what that means is that the deletion of that item improves reliability. Therefore, any items that result in substantially greater values of alpha than the overall alpha may need to be deleted from the questionnaire to improve its reliability. 3. Factor analysis was performed on the 81 questionnaires. Based on the scree plot and the number and decrement of eigen values greater than one, three to four factor solution was most significant. 4. The hierarchical cluster analysis was performed on the 81 Sasang constitution questionnaire. These results suggested that two or four clusters identified with homogeneous groups 5. The hierarchical cluster analysis was performed on the 1046 responders. These results suggested that two, three, or four clusters might identified with homogeneous groups. Furthemore, there were statistically significant difference among the each group by ANOVA(P<0.0001).

• Journal of Elementary Mathematics Education in Korea
• /
• v.22 no.4
• /
• pp.497-516
• /
• 2018

The purpose of this study is to compare the process of mathematical modeling in mathematical modeling class according to group organization, and to investigate whether it shows improvement in mathematical reasoning ability. A total of 24 classes with 3 mathematical modeling activities were designed to investigate the research problem. The result of this study showed that the heterogeneous groups performed better than the homogeneous groups in terms of both the performance ability of mathematical modeling and mathematical reasoning ability. This study implies that, with respect to group design for applying mathematical modeling in teaching mathematics, heterogeneous group design would be more efficient than homogeneous group design.