• Korean Journal of Health Education and Promotion
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• v.29 no.5
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• pp.115-123
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• 2012

Objectives: Students' life changes substantially as grade increases. It implies that risk factors that trigger students' smoking may not be consistent across grades. Most previous studies on student smoking have considered grade simply a control variable. This study examines which and to what extent risk factors are differently associated with smoking initiation according to grade level among high school students in Korea. Methods: Data from the Korean Youth Risk Behavior Web-based Survey (KYRBWS) conducted by the Korea Centers for Disease Control and Prevention (KCDC) in 2007 and 2008 were analyzed in this study. Results: Among boys, school location, school type and pocket money etc. significantly influence smoking initiation in the first grade than in any other grades, but the strength of the association decreased as grade increases except academic performance. Among girls, most independent variables were associated with smoking initiation in the second grade except school location, pocket money per week and academic performance. Conclusions: Our results suggested that the variables related smoking initiation in Korean high school students were notably different by grade and gender. These findings can serve as the basis of policy recommendations with regard to school efforts to prevent student smoking.

• Journal of Korean Elementary Science Education
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• v.38 no.3
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• pp.360-374
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• 2019

The purpose of this study is to investigate the self-perceptions of the elementary school students' on the affective, behavioral and cognitive domains in science class. To see if there are differences in students' perceptions according to grade levels, a self-perception questionnaire was applied to third and fifth grade students in Seoul, Korea. The major results of the study are as follows. First, the perception level of the affective domain was higher than that of the cognitive domain in third grade students. There was no significant difference in the self-perception level of the fifth grade students. Both third and fifth grade students perceived the greatest improvement in the cognitive domain through one year of science teaching. Second, in the life science class, the same tendency was also observed. The students in the third and fifth grade reported that cognitive domains were the most improved through the one-year life science class. Third, when the students' perceptions were compared by grades, the third grade students showed higher self-perception scores than fifth grade students. As the grade increased, the perception scores of the students' lowered. Based on these findings, implications for science education research and teaching and learning at school are discussed.

• The Mathematical Education
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• v.56 no.4
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• pp.435-452
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• 2017

The purpose of this study is to see correlation between parental psychological control and volition control in mathematics learning of 6th grade of elementary school. This study has carried out a survey for 371 male and female students in 6th grade of elementary school in Gyeongnam. We analyzed the collected data statistically, and the results are as follows. First, there was a significant difference in the level of volition control in mathematics learning between male and female students. The level of volition control in mathematics learning was found to be higher in female groups than in male groups. Second, there was no significant difference in father and mother's psychological control level perceived by 6th grade elementary school students. Third, there was a significant negative correlation between parental psychological control and their children's level of volition control in mathematics learning. In this study, by examining the correlation between parental psychological control and volition control level in mathematics learning of elementary school students, the higher the parental psychological control, the lower the level of volition control of their children. So, that it is important to have a parenting attitude that respects their children's emotion and expression.

• Research in Mathematical Education
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• v.5 no.2
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• pp.87-98
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• 2001

The Center for Science Gifted Education (CSGE) of Chongju National University of Education was established in 1998 with the financial support of the Korea. Science & Engineering Foundation (KOSEF). In fact, we had prepared mathematics and science gifted education program beginning in 1997. It was possible due to the commitment of faculty members with an interest in gifted education. Now we have 5 classes in Mathematics, two of which are fundamental, one of which is a strengthened second-grade class gifted elementary school students, and one a fundamental class, and one a strengthened class for gifted middle school students in Chungbuk province. Each class consists of 16 students selected by a rigorous examination and filtering process. Also we have a mentoring system for particularly gifted students in mathematics. We have a number of programs for Super-Saturday, Summer School, Winter School, and Mathematics and Science Gifted Camp. Each program is suitable for 90 or 180 minutes of class time. The types of tasks developed can be divided into experimental, group discussion, open-ended problem solving, and exposition and problem solving tasks. Levels of the tasks developed for talented elementary students in mathematics can be further divided into grade 5 and under, grade 6, and grade 7 and over. Types of the tasks developed can be divided into experimental, group discussion, open-ended problem solving, and exposition and problem solving task. Also levels of the tasks developed for talented elementary students in mathematics can be divided into the level of lower than grade 5, level of grade 6, and level of more than grade 7. Three tasks developed and practiced are reported in this article.

• The Transactions of the Korean Institute of Electrical Engineers P
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• v.53 no.3
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• pp.152-157
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• 2004

The purpose of the study was to identify the effects of LT cooperative learning and traditional competitive learning on academic achievement by the level of learning ability in industrial high school students. The results of the study were as follows; the score of posttest of the experimental low grade group was significantly higher than that of control low grade group (p<.05), and the score of posttest was significantly higher than that of pretest in the experimental low and middle grade group (p<.05). Based on these results, it was concluded that LT cooperative learning had positive effect on the enhancement of industrial high school student's academic achievement than the traditional lecture learning. Its effect on high grade students was negative, but its effect was significantly positive on both middle grade and low grade level students.

• Journal of The Korean Association For Science Education
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• v.14 no.2
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• pp.225-235
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• 1994

Concidering environmental education as an ultimate resolution for environmental problems, we conducted a study focusing on affective matters. An instrument was developed to evaluate attitudes of elementary and middle school students toward environmental problems. To develop a reliable Likert-type evaluation instrument scale with which emotional intensity could be judged, mean, standard deviation, response frequency distribution, discrimination index, reliability were calculated. As a result, 21 statements for recognition level and 14 statements for behavioral level were made(The Cronbach alpha coefficient of the instrument was .786). This instrument was used to evaluate 5th and 6th grade elementary school students and 1st and 2nd grade middle school students(total number of subjects was 980). The result of this survey can be summarized as follows. 1. Students recognized the seriousness of environmental problems but they did not behave in such a manner as to prevent it. 2. As a result of t-test, behavioral level score of elemenatary school students was significantly higher than that of middle school students(p<.001). 3. This study showed that there was a significant correlation between the recognition level score and the behavioral level score(r=.386, p<.001). 4. Two-Way ANOVA was used to analyze that there was any significant difference according to grade and sex. The results were as follows. (1) No significant difference was found in total score. (2) On recognition level, female students' score was signigicantly higher than that of male students(p<.01). (3) On behavioral level, higher-grade students' score was lower than that of lower-grade-students (p<.001).

• 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.

• Journal of Korean Home Economics Education Association
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• v.8 no.1
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• pp.59-78
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• 1996

The purpose of this study were to investigate adolescents’level of stress, and coping behavior of stress as related to socio-demographic variables. The subjects were 270 first-grade middle school students and 258 first-grade high school students in Ansan. The data were analyzed by S.A.S. Program Package, the statistical methods of Frequency, Percentage, Mean, Standard deviation, T-test, One-way Anova, DMR(Duncan’s Multiple Range Test) The results of this study were as followed：1) The general tendency of adolescents’level of stress, and coping behavior of stress were that high school students experienced more stress than middle school students and both experienced more stress in school life than in family life. 2) According to personal variable, there were differences in the grade and scholarly attainment in the low-level stress group. According to parents variables, the level of stress differed significantly according to mother’s school career and father’s occupation in the low-level-stress group. There was significant difference in accordance with mother’s occupation in the high-level-stress group. 3) The coping behavior of stress according to adolescent variables differed significantly according to grades, the monthly income of the household, mother’s level of education and the father’s occupation.

• Journal of the Korean Home Economics Association
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• v.41 no.1
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• pp.231-248
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• 2003

The purpose of this research is to analyze ‘consumer education system in middle school’, whether it is suitably organized to help students make the right decision in their daily life as a rational consumer in this fast changing “the Informational Society”. We divided the consumer education of “the Informational Society” into 4 fields of studies(consumer information technique, decision making on purchasing, consumer financial management, and consumerism) and made specific analysis for this research. The “Technology & Home Economics” textbook which follows ‘The 7th curriculum’ conducted by “Korean Educational Board” Ministry of Education & Human Resources Development for first and second grade in middle school were used for this analysis. The results founded are as follows: first, for the curriculum analysis according to the 4 fields of consumer education, both the first and the second grade students' textbook had consumer information technique as the major portion of the consumer education. Second, as a result of the comparison between the two grade levels showed that the second grade level has higher portion of consumer education in “Home economics & Technology” textbook than the first grade level. Third, the present status of consumer education showed that the first grade level's consumer education was only limited in consumer information technique, but the second grade level's consumer education was ranging evenly throughout the 3 fields of consumer education: consumer information technique, decision making on purchasing and consumerism. These results of this study contribute to the development of an efficient and desirable curriculum for the adolescent' consumer education, specially for school consumer education, in “the Informational Society”.

• Journal of Families and Better Life
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• v.22 no.3
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• pp.47-61
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• 2004

The major purpose of the present research was to examine the effect of adolescents's perception of parents' marital relationship and attachment with their parents on school adjustment. This study also tried to investigate the inter-relationship among related variables, and the differences in the level of school adjustment according to adolescents' general characteristics. The participants were 355 middle and high school students who lived in Chollabuk-Do province. The major results of this research were as follows. First, there were significant differences in the level of school adjustment according to sex, age, and grade point. average That is, the level of school adjustment was higher for males, for older adolescents, and for those recording higher grade point, than for females, for younger, and for those recording relatively lower grade point. Second, parents' marital relationship was positively correlated with positive aspects of attachment with their parents(i.e., communication and trust), and with school adjustment. but negatively correlated with negative aspect of attachment(i.e., alienation from their parents). Finally, multiple regression analyses were performed to analyze the relative significance of the related variables influencing on school adjustment after controlling the effect of sex, age, and grade point. It was found that communication with fathers was the most powerful predictor of school adjustment, while attachment with mothers was not found to be a significant predictor of school adjustment.