• The Mathematical Education
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• v.40 no.2
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• pp.179-194
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• 2001

The seventh curriculum put into operation gradually from first-year student in 2000 academic years of elementary school is subject to form and apply a step-wise level curriculum. Mathematics(correspond to junior high school course from 7th school year to 9th school year) should apply a step-wise level curriculum from 7th school year in 2001 academic years. Accordingly, mathematics teachers must diagnose actual conditions of educations, distribution tables of test results, step-wise teaching-studying programs etc. They also make proper plans suitable for actual situations of each school, prepare appropriate teaching materials and aids. I investigated preceding studies planned for preparation of putting into operation of a step-wise level curriculum. It showed that most of the studies were conducted at schools of medium or large scale and studies conducted at schools of small scale was rare. There were 113 small scale middle schools out of total 297 middle schools in Kyongsangbuk-do area in 2000. In this situation, I felt necessities of modeling of a step-wise level curriculum suitable for small scale schools. In this study, I modeled a step-wise level curriculum suitable for small scale middle schools, applied this model to 44 students in M middle school. I modeled two types of curriculum. One is a step-wise level curriculum that execute special supplementation process to students who do not complete 7-가 step successfully. The other is a step-wise level curriculum which is a regular model for a step-wise level of 7-나 step. I carried out an academic achievement test and intimacy test about mathematics before and after the application of the model. In this study, I found out that this model was very effective in academic achievement of students and helpful to declined students in scholarship. In the intimacy test, It was found out that most of the students gained confidence in mathematics, felt less anxiety, formed positive self consciousness. Therefore, I think that this model will be helpful to the application of the seventh step-wise level curriculum.

• The Journal of Sustainable Design and Educational Environment Research
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• v.2 no.1
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• pp.29-48
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• 2002

This study is for achievement of the expected aim on establish principle colour scheme of exterior and interior school facilities. Also this study aims to utilization of the data which is need for educational colour scheme of school facilities basically. The result of this study is as follows; 1) Domestic case study in primary school colour value distributed middle and high level between 5R and 6Y, the case study of foreign colour scheme distributed low and middle level. 2) Domestic case study in middle school facilities colour scheme distributed same colour of R, YR and the chroma distributed between 1 to 4. 3) The case study of domestic and foreign high school colour scheme distributed that in cases of domestic the colour scheme distributed very loose style and foreign cases distributed same colour of RP to YR with middle and high level of value and low chroma. 4) Exterior school facilities colour scheme distributed in Busan is that N~5GY(value 8~9 and chroma 0~8) in main school building skin material colour, 0~4 value and 7.5~9 chroma in assistant skin material colour. 5) Interior school facilities colour scheme distributed same colour of B, BF, PB, RP, N, YR in class room and open classroom in school mainly.

• Journal of the Korean Society of School Health
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• v.30 no.1
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• pp.81-91
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• 2017

Purpose: This cross-sectional study was carried out to identify factors influencing the health-related quality of life according to socioeconomic level during early adolescence. Methods: Participants were 617 middle school students in $1^{st}$ and $2^{nd}$ grade. All measures were self-administered. Data were analyzed using SPSS 21.0 program and factors affecting the health-related quality of life were analyzed by t-test, ANOVA, Duncan test, Pearson's correlation coefficient, and multiple regression analysis. Results: According to the level of Family Affluence Scale (FAS), 19.1% of the participants were in the high class, 66.5% in the middle class, and 14.4% in the low class. We have found statistically significant differences among the high, middle, and low classes regarding the health-related quality of life, health perception, resourcefulness, family function, and social capital. The most influential factors of the health-related quality of life were found to be resourcefulness, family function, and social capital in the high and the middle class. Conclusion: The implication of this study is that it is important for the Education Ministry and middle school teachers to help adolescents develop internal coping resources as well as to develop school-curriculums considering social values and norms related to social capital in order to improving their health-related quality of life.

• BMB Reports
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• v.32 no.1
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• pp.25-27
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• 1999

Otitis media with effusion (OME) is an inflammatory disease of the middle ear cleft. Oxygen free radicals have been implicated in a variety of inflammatory disorders. Oxygen free radicals may also be involved in the pathogenesis of OME. To evaluate the involvement of oxygen free radicals in the pathogenesis of OME, the level of malondialdehyde, which gives an index of lipid peroxidation by oxygen free radicals, was measured by the reaction with thiobarbituric acid. Malondialdehyde level in the middle ear fluid from the OME group was higher than that in the normal control group. Malondialdehyde level in the middle ear fluid from a mucoid subgroup was higher than that in the serous subgroup. Malondialdehyde levels in the middle ear fluid from the serous subgroup was significantly correlated with symptom duration. The Pearson correlation coefficient between malondialdehyde levels in the middle ear fluid from the serous subgroup and symptom duration was 0.842 (P<0.05). These results indicate that lipid peroxidation by oxygen free radicals may be involved in the pathogenesis of human OME.

• Korean Journal of Health Education and Promotion
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• v.2 no.1
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• pp.51-55
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• 1984

In order to study middle school and high school students' knowledge and experiences in sexually transmitted diseases(STD) and needs of sex education for them, a survey was conducted at four schools in Seoul from December 7 to 12, 1983. The subject of the survey was 403 of middle school students(boy-199, girl-204) and 672 of high school students(boy-419, girl-353) who were randomly sampled. 1. Knowledge: The level of students' knowledge on venereal disease was relatively low. Boy students have more knowledge on STD than girl students. 2. Experience: 3.7% of the respondents have experiences in venereal disease. 20.0% of the middle school students and 80.0% of the high school students whom 3.7% of the respondents. 3. Need of sex education: 32.5% of the respondents suffer from sexual problems and 80.0% of the respondents want to learn more about sex education. In conclusion, sex education for students is required and should be included in regular curricula of all level of Korean schools.

• Journal of the Korean Society of School Health
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• v.23 no.1
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• pp.41-52
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• 2010

Purpose: The objective of this study is to investigate the relationship between middle and high school students' internet addiction, social support, self-efficacy and school life adjustment. Data were collected by self-administered questionnaires at middle and high school students located in Seoul and the metropolitan areas. Methods: The response rate is 94.8% (474 cases). The internet addition was measured by K Scale. The various methods of analysis were used, for example, frequency analysis, t-test, analysis of variance, and multiple regression analysis. Results: First, the mean score of internet addiction level is 2.07 in 5 Likert scale. the internet addiction level of the male students are higher than female students (p<.05). Second, as a result of classification of internet addiction groups by K Scale, 11 students (2.3%) are included in high risk group, 27 students (5.7%) are in potential risk group, 436 students (92.0%) are in general group. Third, the level of social support and self-efficacy of middle and high school students are very high. The difference of social support by internet addiction groups was not statistically significant. But, the difference of self-efficacy by internet addiction groups was statistically significant. The level of self-efficacy of the students in general groups are more higher than in high risk group and in potential risk group (p<.01). Fourth, the difference of school adjustment by internet addiction groups was very statistically significant. The level of school life adjustment of the students in general groups are more higher than in high risk group and in potential risk group (p<.01). Fifth, the internet addiction have a negative correlation with school life adjustment. And the social support and self-efficacy have a positive correlation with school life adjustment (p<.01). Finally, in stepwise multiple regression analysis, the internet addiction affects negatively on the school adjustment. And the support of teacher among three types of them affects positively on the school life adjustment. And the social self-efficacy among two types of them affects positively on the school adjustment (p<.01). Conclusion: to adjust desirably the school environment of the middle and high school students, optimal and efficient management of internet addiction was needed in the future and the improvement and promotion of social support and social self-efficacy of the students was also demanded.

• Journal of The Korean Association For Science Education
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• v.14 no.3
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• pp.312-320
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• 1994

The purpose of this study is to analyze the relationship of logical thinking skills and integrated process skills, and to investigate the differences in general tendency of subskills by grade level and gender between Korean middle school students and Japanese one. The performance level of skills was measured using GALT and TIPS II. The results are compared with those of Japan (Mattheis et al., 1992). Summary of the results are as follow. 1. Percentages of formal and transitional stage of males are more than females in developmental level. It has been found out that the males attained significantly higher scores of logical thinking skills than the females in middle school stage. The significant differences in scores by gender show a good correlation with those for Japanese middle school students. Developmental level of Korean middle school students shows a remarkable improvement as they move up from 8th grade to 9 one. The significant differences in developmental level by grade also show a good correlation with those for Japanese middle school students. Total scores of GALT for Japanese middle school students are higher than Korean one, but it has been found nearly same scores for 9th grade in both countries. Scores of subskills of logical thinking skills, except correlational reasoning, for Korean students show lower than those for Japanese students. It could be noted that the combinatorial reasoning is considered to be easiest and the correlational reasoning to be most difficult in both countries. 2. It also has been found out similar pattern for integrated process skills in both countries because the males and females did not examplify significant differences, although males gain somewhat higher scores than females in Korea. Scores of subskills of integrated process skills for Japanese middle school students show higher them Korean one. It could be noted that the identifying variables is considered to be easiest and stating hypothesis to be most difficult in both countries. 3. There was a significant relationship (r= .65) between logical thinking skills and integrated process skills, and there were statistically significant differences of the integrated process skills for developmental level. In integrated process skills, the students who belong to the higher grade levels acquired better score than who belong to the lower grade level. It has been also found remarkable improvement between 8th and 9th grade, and there are significant differences for grade level in both countries.

• The Journal of Asian Finance, Economics and Business
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• v.7 no.11
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• pp.1009-1019
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• 2020

This study presents an exploratory investigation of SMEs in Vietnam to understand the impact of personal-level factors on middle managers' work motivation and the moderating role of work environment. A survey of 450 middle managers (MMs) in 150 Hanoi's SMEs was conducted. The findings of this research showed a significant positive impact of Achievement (ACHV), Recognition (RECOG), and Responsibility (RESP) on work motivation of MMs under the investigation. Furthermore, the result indicated that the work environment affects the relationship between personal-level factors and work motivation of participants. Consequently, both work environment improvement and strategies related to personal-level factors need to be taken into consideration. Especially, Recognition and transparency in Responsibility are appreciated in organizations with a low level of work environment satisfaction. However, there were no indications that Participation (PAR) and Communication (CMM) have a considerable impact on work motivation of respondents, being neither low level nor high level of work environment satisfaction. Based on the findings, recommendations are suggested for Vietnam's SMEs to improve work motivation of MMs, by (i) developing standards with emphasis on their achievement, (ii) paying attention to organizational culture focusing on the responsibility of this managerial level, and (iii) building an adequate incentive system, especially non-financial incentives.

• Korean Journal of Child Studies
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• v.36 no.4
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• pp.71-89
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• 2015

The present study examined the effects of child maltreatment and self-control on reactive aggression amongst middle-school students and investigated whether students' self-control had any form of moderating effect on the relationship between child maltreatment and reactive aggression. The participants of this study consisted of 482 students (204 boys and 278 girls) from four middle schools located in Seoul and Gyoung-gi province. The Peer Conflict Scale (Marsee, Kimonis, & Frick, 2004) was used to measure the level of reactive aggression. The level of child maltreatment was assessed by means of the Child Trauma Questionnaire (Bernstein & Fink, 1998). Self-control was measured by the Self-Control Scale (Nam, 1999). Statistical analyses of data used for this study comprised the following methods; frequency, mean, standard deviation, and hierarchical regression. The moderating effect of self-control was analyzed by using the procedures proposed by Baron and Kenny (1986). The results indicated that the level of child maltreatment increased the level of reactive aggression whereas the level of self-control decreased the level of reactive aggression. In addition, self-control moderated the influence of child maltreatment on student's reactive aggression. As a result, the influence of child maltreatment upon reactive aggression was greater when the level of self-control was low, compared to when it was high.

• Journal of Digital Convergence
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• v.16 no.12
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• pp.153-162
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• 2018

This paper analyzed the current level of the middle school academic achievement in Changwon City and explored the ways for improving academic achievement of the middle school in Changwon City. The data used in the analysis were the results of National Assessment of Educational Achievement of middle school students from 2013 to 2016 which was released on the school's information website(www.schoolinfo.go.kr) First, the analysis found that the academic achievement level of the middle school in Changwon City was not higher than those of Gwangju, Daejeon, and Ulsan, where the population size is similar. Second, the level of academic achievement among middle schools in Changwon City differed by year. Third, the level of academic achievement of middle school in Changwon City differed by district. Fourth, the educational achievement gap among middle schools in Changwon City existed by public and private school, as well as by male school, female school, and male and female Middle School. The paper suggested that schools with low ratio of proficient and above achievement levels should look for ways to raise the percentage of proficient and above achievement levels, and schools with higher rates of below basic achievement should make efforts to solve the problem.