• Journal of Korean Academy of Fundamentals of Nursing
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• v.10 no.3
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• pp.408-414
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• 2003

Purpose: The purpose of this study was to identify the positive aspects of sexual knowledge in high school students. Method: The participants were 1,106 students from two high school in Hong Cheon, Korea. Data were collected between June 1st and June 30th, 2001. Collected data were analyzed using the SPSS program to investigate responses to a structured questionnaire. Result: The level of sexual knowledge in the high school students was 13.83 (range 1 to 19). In terms of the response distribution for sexual knowledge by items, the correct response rate was highest for 'wet dream', and the incorrect response rate was lowest for 'sexually transmitted disease'. There were significant differences in sexual knowledge according to the general characteristics of gender and grade (women: 14.07, men: 13.48; 12th grade: 14.52, 11th grade: 13.92, and 10th grade: 13.12). It was found that there were significant differences in sexual knowledge according to method of sex education, teacher, and effect of sex education. Conclusion: The level of sexual knowledge in high school students was low; thus, more effective methods to enhance the sexual knowledge of men students on sexually transmitted diseases and contraception are needed.

• Korean Journal of Clinical Laboratory Science
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• v.36 no.2
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• pp.233-238
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• 2004

This study was conducted to investigate an attitude related to clinical laboratory science students' clinical practice. Data for this analysis was gathered from March to May, 2004 by the questionnaires of 348 students who are in their third year in 5 colleges and have experienced clinical practice. The students were satisfied with the term of clinical practice (70.4%) and the first factor influencing them in clinical practice was sincerity (45.1%), and the second was basic knowledge (19.8%). In the contents of clinical practice, 53.2% were satisfied but 43.3% of them showed negative responses because their practice was limited and they were simply assistants. 74.1% were satisfied after experiencing clinical practice and the first factor was improvement of understanding and interest in their major (65.9%) and the second was the gain of confidence (20.1%). Among anxieties in the clinical practice, a shortage of self-confidence (47.7%) was the highest. 81.3% of them wanted to maintain medical technologist's life continuously. It appeared that the more satisfied with their major, the more satisfied with the clinical practice (p<0.05). As a result, the students were satisfied with the clinical practice and fresh experience generally. But they were relatively unsatisfied with the practicality, and connection with the lecture. As a part of efforts to formulate an effective system for clinical practice, it is necessary to establish concrete goals and detail check lists to guide these students among professors, trainers and students.

• English Language & Literature Teaching
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• v.16 no.3
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• pp.231-251
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• 2010

This study was designed to identify students' perceptions and attitudes towards dictation practice in English listening classes and investigate the relationships among 5 factors with regard to dictation practice: participation, usefulness, interest, motivation, and confidence. For the study, the research was implemented for 15 weeks with 41 Korean university students. The subjects had dictation practice in their English listening classes on a regular basis for one semester. At the end of the semester, a questionnaire was used to find out students' perceptions and attitudes towards dictation practice. For the analysis of the subject's responses, first, a descriptive analysis was administered. After that, a correlation analysis was done to explore what the relations among 5 factors were. Results indicated that most students actively participated in the class, and they regarded dictation as a very useful practice in their listening classes. Also, the dictation practice motivated students not only for English listening but also for overall English studying. However, more than two third students showed low interest and confidence in the class. As for the correlations among 5 factors, there were very strong correlations between usefulness and motivation, usefulness and confidence, interest and motivation, interest and confidence, and confidence and motivation. Based on the results, some implications were presented and some guidelines for effective dictation practice were suggested.

• Journal of the Korea Society of Computer and Information
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• v.22 no.6
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• pp.33-40
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• 2017

This article is to investigate the possibility that project-based classes introducing mobile phones can replace the monotony of traditional classes led by teachers as well as they can encourage students to take active part in the classes to some extent. The students in groups choose a genre for their own video projects (e.g., movie, drama, news, documentary, and commercial) and produce the video contents using a mobile phone for presentation made at the end of a semester. In the sense that the students are allowed to do video-based mobile phone projects, they can work independently outside of class, where time and space are more flexible and students are free from the anxiety of speaking or acting in front of an audience. A mobile phone project consists of around five stages done both in and outside of the classroom. All of these stages can be graded independently, including genre selection, drafting of scripts, peer review and revision, rehearsals, and presentation of the video. Feedback is given to students. After the presentation, students filled out a survey questionnaire sheet devised to analyze students' responses toward preferences and level of difficulty of the project activity. Finally, proposals are made for introduction of a better mobile phone-based project classes.

• The Mathematical Education
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• v.40 no.2
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• pp.217-239
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• 2001

To lessen the ratio of under achievers is one of the most urgent task which recent school mathematics education is confronted with. To cope with this problem efficiently, math. teachers should know more specifically and concretely the causes that make the students dislike mathematics. But actually, there are too many reasons for these situations. So, in this paper, we tried to devise a tool to analyze and measure each student's math. disliking status. We proceeded this research via the following procedures. 1. Grasping the causes which make the students dislike mathematics as specifically as possible. To obtain this, we asked more than 300 of secondary school students to write down their thoughts about school mathematics. 2. Analyzing the responses, we abstracted 74 numbers of items which were supposed to be the causes for secondary school students'mathematics disliking. 3. With these items we made a test to measure students'aptitude for each item. 4. With this test paper, we tested over 800 of secondary school students. Through factor analysis and theoretical argument, we categorized the 74 items into 11 groups whose names were defined as factors of mathematics disliking. 5. For each of these 11 factors, we developed a norm which could serve as standard of comparison in measuring each student's mathematics disliking status. Using this tool teachers were able to describe each student's traits of mathematics disliking more specifically.

• Journal of Engineering Education Research
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• v.26 no.5
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• pp.3-16
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• 2023

This study was to investigate the operation status and the students' perception for both theory-focused and practice-focused online class in engineering college that were implemented in responses to COVID-19. For this purpose of the study, the survey including the open-ended questions were conducted to the 147 students in college of engineering in 2021 at one of the universities located in the metropolitan area. The survey were analyzed by SPSS 26.0 and then findings were as follows. First, while the most students were satisfied with the operation of online classes that were implemented in response to COVID-19, many students were unsatisfied with the practice-focused online class. Also, there were some differences in the level of students' satisfaction for some factors of online class operation in terms of the students' background. Second, there were significant differences in some parts of students' satisfaction in terms of the background of students. specifically, males students were more satisfied with the supports of teaching assistant in online classes than female students and the junior and senior levels of students are more satisfied with the teaching strategies of online classes than freshman and sophomore year students. Third, the level of students' satisfaction was different in terms of the types of online platforms as well as the methods of communication between students and professors. Finally, even though the students in the college of engineering understand the benefits in the online classes, they indicated the limitations and difficulties for participating in practice-focused online class and demanded the improvement of the operation for the online lab classes. The further research needs to be conducted to investigate the status of operation for online lab and practice classes in college of engineering.

• Journal of The Korean Association For Science Education
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• v.16 no.4
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• pp.389-400
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• 1996

The purposes of this study were to analyze chemistry problem solving processes of middle school students and to compare their problem solving behaviors in the aspects of the cognitive developmental level of student, the success in problem solving, and the context of problem. Their failures in solving problems were also analyzed in the aspects of problem solving stage and prior knowledge. Forty-two students individually solved four problems regarding density and solubility using a think-aloud method. Students' responses were analyzed after intercoder agreement for analyzing problem-solving processes had been established to be 0.94. The results were as follows: 1. Most students solved chemistry problems following the stages of understanding, planning, and solving, while few exhibited the behaviors of the reviewing stage. There was also individual difference in the number of the stages repeated and their behaviors at each stage. 2. Most students were successful in understanding problems. However, unsuccessful and/or concrete-operational students had more difficulties in understanding problems than successful and/or formal-operational students, and students tended to have more difficulties in understanding problems in everyday contexts than in scientific contexts. 3. Successful and/or formal-operational students exhibited more behaviors of the planning stage than unsuccessful and/or concrete-operational students. Students showed more behaviors of the planning stage, but failed more at this stage, in everyday contexts than in scientific contexts. 4. Most students did not review their solutions. Successful and/or formal-operational students exhibited these behaviors more than unsuccessful and/or concrete-operational students. Students tended to exhibit the behaviors more in everyday contexts than in scientific contexts. 5. Many students failed to solve problems correctly due to the lack of prior knowledge and the inability to plan appropriately.

• Journal of the Korean Society of Clothing and Textiles
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• v.20 no.6
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• pp.983-991
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• 1996

This study focusses on how the skirt or slacks wearing habit affects the female physiology in her daily life. The healthy female college students have been trained to wear either skirt (group A) or slacks (group B) from late August to early January in order to study the effects of clothing habit on thermoregulatory responses. Also, the themoregulatory responses have been compared the healthy students groups with a physical trained students group (group C) to examine the effects of clothing habit. The changes in body temperatures of students have been studied under the cool environmental condition (15$\pm$1$^{\circ}C$, 60$\pm$5% RH, 0.25 m/sec). The results were as follows: 1. Rectal temperature of the group A was 0.4$^{\circ}C$ lower at 36.9$^{\circ}C$ than that of the group B The groups A and B were found identical before the training, while the groups A and C were identical after the training. 2. Mean skin temperature of the group A was 1.2$^{\circ}C$ lower than that of the group B. The groups A and C were identical after the training. 3. The thermal sensation was reflected to be cool by the group A and to be cold by the group B. As for the humidity sensation, the group A felt average, whereas the group B reported between average and slightly humid. In the case of comfort sensation, the group A felt average, while the group B felt between average and slightly uncomfortable. In summary, the 18 weeks of training has provided the skirt group an improved acclimatization to the cold environment . This group also showed an insulative-hypothermic adapta lion in a cold ambient temperature, as was the case for the physical trained group. It is concluded that wearing a skirt for a long period of time can be helpful to human body through gaining of thermoregulatory abilities.

• School Mathematics
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• v.19 no.1
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• pp.95-116
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• 2017

Through the teaching experiments, we investigated a series of processes for obtaining the differential coefficient at x=0 of the exponential function $y=2^x$ based on the process of constructing the natural constant e and the understanding of it. and all of the students who participated in this study were students who had no experience of calculating the derivative of the exponential function. The purpose of this study was not to generalize the responses of students but to suggest implications for mathematical concept mapping related to calculus by analyzing various responses of students participating in experiments. It is expected that the accumulation of research data derived in this kind of research on the way of understanding and composition of learners will be an important basic data for presenting the learning model related to calculus.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.21 no.11
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• pp.624-633
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• 2020

This study investigated the effects of major selection motives and occupational values on employment preparation behavior among paramedic students. The study also assessed the role of mentoring in enhancing preparation for employment. During the period of five days, from December 2 to 6, 2019, 300 students randomly selected by the researcher, were provided with a self-administered questionnaire, after taking written consent from them. The responses of 286 respondents were analyzed using the SPSS WIN 12.0 program. Fourteen responses were not included in the analysis due to lack of credible answers. The analysis revealed that personal motivation, intrinsic and extrinsic work values had a positive effect on employment preparation behavior and mentoring had a moderating effect. Therefore, continuous individual and group counseling is required to improve employment preparation behavior and special lectures and mock interviews in a mentoring program based on major selection motivations and occupational values are necessary.