• International Journal of Computer Science & Network Security
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• v.22 no.8
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• pp.208-216
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• 2022

In Saudi Arabia, female students tend to struggle with the basics of computer programming, especially coding. To better understand why female students sometimes perform poorly in this discipline, this qualitative study aims to obtain the views of female computer programming teachers at a Saudi university on using mobile learning (m-learning) methods in computer programming lectures. Ten teachers from the all-female Aljouf University were interviewed to assess their perceptions of m-learning, in particular, the usefulness of ViLLE visualisation software. Data were analysed using thematic analysis. Most interview responses about m-learning and ViLLE were positive, although there were some notable negative responses. The Saudi culture-related responses were evenly divided between positive and negative, reflecting the culture's limitations.

• Journal of The Korean Association For Science Education
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• v.21 no.5
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• pp.906-923
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• 2001

This study investigated university students' (majoring physics education) understanding of some aspects of idealization frequently used in teaching and learning of physics, especially of mechanics. A total of 143 students were given a Questionnaire of six questions requiring written responses. Out of the six questions, the first three were concerned with basic idealized concepts, the next two with the making of the assumptions of ideal conditions for given problem settings, and the last with the identification of the idealization used in the given solution of a problem. Students' written responses were grouped into patterns and the relative frequencies of the patterns were counted. It was found that the students had limited understanding of the idealization and their ideas were diverse and frequently incorrect. The implications of the findings are discussed in relation to the roles of idealization in physics education.

• International Journal of Computer Science & Network Security
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• v.22 no.10
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• pp.43-50
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• 2022

The students' feedback is important to measure and improve teaching performance. Many teacher performance evaluation systems are based on responses to closed question, but the free text answers can contain useful information which had to be explored. In this paper we present a lexicon-based sentiment analysis to explore students' text feedback. The data was collected from a system for the evaluation of teachers by students developed and used in our university. The students comments are in Romanian language so we built a Romanian sentiment word lexicon. We used this to categorize the feeback text as positive, negative or neutral. In addition, we added a new polarity - indifferent - in order to categorize blank and "I don't answer" responses.

• Journal of the Korea Convergence Society
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• v.9 no.10
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• pp.183-190
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• 2018

This study was conducted to investigate experiences, convergent responses and expected negative impacts of verbal abuse of 253 paramedic students when they were doing clinical training practice. The results were as follows. First, 34%(86 people) experienced verbal abuse, the most frequently verbal abuse was done by Patients and Patient's family. Second, the most frequently contents of verbal abuse by Patient and Patient's family, Paramedic, Doctor and Nurse was 'Talking down or rude talk to me'. Third, the most frequently emotional responses of the students was 'Angry' and coping was 'Tolerate'. Fourth, the most frequently expected negative impacts was 'Practice productivity will be compromised'. Fifth, when experiencing verbal abuse by Paramedic was correlated with emotional responses(r=.458 p=.000), emotional responses was correlated with stress and expected negative impacts(r=.553 p=.000, r=.540 p=.000). In conclusion, it will be necessary to provide preventive education on verbal abuse before clinical training practice and to take active measures that have been protocolized.

• Journal of The Korean Association For Science Education
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• v.24 no.5
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• pp.959-976
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• 2004

The purpose of this study was to investigate high school students' ideas related with dinosaur extinction, to classify students' responses types with alternative hypotheses of inconsistent with their ideas, and then to examine their cognitive conflict levels and the degree of ideas change. To investigate students' ideas, we analyzed responses 98 eleventh graders of a high school in Anyang area. The results of this study were as follows: First, most of the students responded a large scale asteroid impact with the cause of dinosaur extinction, and rest of them responded changed Earth's climate accompanying tectonic activity, extreme volcanic activity, shortage of food, disease(virus) and decrease of their habitat. Also, they thought that dinosaur was exterminated not by just one reason but by several complex reasons. Second, the students' responses of alternative hypotheses were classified into six types: rejection, reinterpretation, uncertainty, belief decrease, partial theory change, and theory change. Third, except rejection and reinterpretation types, other four types were arousing of cognitive conflict and the percentage of the students who felt cognitive conflict was 62.3% and that of the students who took the theory change was just 6.1 %.

• The Journal of Korean Academic Society of Nursing Education
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• v.20 no.2
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• pp.212-222
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• 2014

Purpose: The purpose of this study was to evaluate the nursing students' clinical judgment skills in simulation using Tanner's Clinical Judgment Model. Method: Forty-five teams of a total 93 nursing students participated in a post-operative patient care scenario using human patient simulator. Data were collected from students' responses in scenario and guided reflective journaling according to the framework of Tanner's model which comprised noticing, interpreting, responding, and reflecting on response. Data were analyzed using descriptive statistics. Results: The students' responses of the situation were in accordance with the goals of scenario, i.e. relieving patient' pain and preventing pulmonary complications. However, most of students needed clinical cues and focused on a given clue to solve the issues. They were lack of ability to collect additional information as well as connect the relevant clues in simulated clinical situation. Conclusion: The nursing students have difficulty in what they notice, how they interpret finding, and respond appropriately to the situation. The simulation training using Tanner's model could provide faculty and nursing students with an effective teaching and learning strategy to develop the clinical judgment skills.

• Journal of The Korean Association For Science Education
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• v.16 no.1
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• pp.87-96
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• 1996

In this study, students' performances on the reasoning tasks dealing with physical situations were analyzed. Through these analysis, the influences of students' preconceptions and logical abilities in reasoning process were described. For this study, 97 high school students were randomly selected. Among them, the number of the students who changed their misconceptions is 62% for the first task(force acting on the upward moving body), and 25% for the second task(force acting on the body when it is on the top of its motion). The students who show the premise-based response changed their conceptions in both of the tasks are more than those who responded in the idea based responses. The index of the influence of prior knowledge, ${\alpha}$ is 33% for the first task, and 67% for the second task, and ${\beta}$ is 41% for the first task, and 17% for the second task. When students performed the reasoning tasks about force and motion, the misconcepts frequently influenced their performances. But for the first task, the precentage of students who changed their concepts is about 62%. It shows the possibility that if the task is simple and appropriate, students can change their concepts.

• Journal of Science Education
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• v.32 no.2
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• pp.103-120
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• 2008

The purpose of this study was to compare science teachers' perceptions with students' perceptions about the important aims of laboratory activities in science instructions, to identify whether there was a difference between them. For the purpose, the two questionnaires were designed; for secondary science teacher and secondary student. The samples selected in each group were 108 middle school teachers, 109 middle school students, 104 high school teachers, and 110 high school students. The survey responses from each group were analyzed through multiple response method. The results indicated that science teachers selected the science process skills as important aim of laboratory activity whereas students selected the ability for creative problem-solving and the central tendency of teachers' responses about certain item-science process skill was relatively higher than students' responses about certain item-the ability for creative problem-solving. From these results, we found there was the difference between teachers' perception and students perception about the important aims of laboratory activities in science instructions.

• Journal of Korean Physical Therapy Science
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• v.9 no.1
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• pp.95-102
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• 2002

The present study focuses on the relation of the attitudes of university students to disabled by using modified disability factor scales(DFS, Siller). As for the attitude areas, it relies on the eight categories DFS provides. The 8 categories that specify each attitude area are: generalized rejection, distressed identification, inferred emotional consequences, imputed functional limitation, authoritarian virtuousness, rejection of intimacy, interaction strain, mainstreaming. This study is based on a series of questionnaire researches conducted on 322 students, over the period from October 19th to November 14th, 2001. The questionnaire carries 50 items, covering the 8 attitude areas and each item has 5 choices. The subjects' responses to each of the areas are examined in their relations to the four conditions, as they are analysed by t-test and one way ANOVA. The conclusion drawn from the research are as follows: 1. There is no significant difference between the students of the department concerned with the problem of disability, and those of the department unconcerned. But the responses are significantly different in the three areas of generalized rejection, rejection of intimacy and interaction strain(1st condition, P<.05). 2. The responses are significantly different in 6 areas except for the two, distressed identification and inferred emotional consequences, between the students who have volunteered services as helpers of the disabled and those who have no such experiences(2nd condition, P<.05). 3. the responses are significantly different between those who have volunteered long-time services and those who are far less experienced(3nd condition, P<.05). 4. There is no significant difference, whether the subjects have disabled persons around them or not. But generalized rejection, authoritarian virtuousness, rejection of intimacy, interaction strain & mainstreming show significant differences(4th condition, P<.05). 5. Generalized rejection, rejection intimacy and interaction strain show significant differences in every pair of the 4 condition. 6. Distressed identification and inferred emotional consequence show no significant difference between the two conditions in every pair of the 4 considerations.

• English Language & Literature Teaching
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• v.12 no.3
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• pp.187-210
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• 2006

This study aims to investigate the effects of the implementation of self-directed learning through the homepage between the teacher and the students for English reading classes. The study focuses on the questions of whether the self-directed learning through the homepage, compared to the teacher-centered learning, would enable a significantly positive change in the students' achievements and of what their responses to this new learning method are. 72 students were grouped into an experimental and a control group, and then each group was subdivided into three levels (high, medium, low) of proficiency. Findings demonstrate that the experimental group showed statistically more significant increases in their scores of reading proficiency test than the control group. For the question of students' responses to the learning experience, the three groups within the experimental group responded to a questionnaire survey with regard to the positive attitude of learning, the effectiveness of self-directed learning and its learning materials, and usability of the homepage. In general, the experimental group considered the experience satisfactory, although the degree of positive responses varied according to the proficiency level of the group. This suggests the importance and effectiveness of self-directed learning using the computer and internet as a supplementary learning tool.