• Journal of Korean Home Economics Education Association
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• v.23 no.1
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• pp.53-71
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• 2011

The purposes of this study are to examine the middle school student's educational interest and perception of usefulness on the content of the unit of 'Understanding of Adolescents' in Technology Home Economics textbook and analyze the relationships between educational interest and perception of usefulness and factors affecting them. The sample of this study is 521 middle school students living in Seoul, Inchoon, and Kyanggi province. The data are collected using structured questionnaires and analyzed by the descriptive statistics, t-test and One-way ANOVA. The results of this study are as follows. (1) The middle school students perceive that 'Stress Management' in Technology Home Economics textbook is the content of the highest educational interest and usefulness. (2) The factors affecting the degree of educational interest on contents of Technology Home Economics textbook are sex, residence area, age of mother, education level of parents, and level of Home Economics subject matter. (3) The perception of usefulness on the contents of Technology Home Economics textbook is differed by sex, residence area, age and education level of mother, and preference level of Home Economics subject matter. (4) There are strong positive relationships between educational interest and perception of usefulness on the contents of Technology Home Economics textbook. (5) Several recommendations for teaching-learning strategies to enhance the students' educational interest and perception of usefeulness on the contents of Technology Home Economics textbooks and future studies are suggested based on the results.

• Journal of Korean Home Economics Education Association
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• v.25 no.1
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• pp.15-36
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• 2013

This study aimed to identify the effects of using storytelling techniques in sex education, in which students are encouraged to talk about their experiences with sex and love and helps them form their own sex values and decision-making skills related to sex. A five-period teaching-learning plan covering issues including safe, considerate and responsible sex was developed using the storytelling technique for 134 first-year students in 4 classes. 134 questionnaires were administrated through pre-and post-test and 38 worksheets applying a variety of storytelling activities were analyzed using content analysis. Students were found to have gained a more positive outlook on relationships and a considerate attitude towards others in sex. There was also a significant increase in items considering safe sex, including perceptions on contraception methods and selection of safe contraception methods. The students' sense of sexual responsibility was also enhanced. Results of content analysis found students to have shifted to sex focusing on love and responsibility, and to have grown a stronger sense of responsibility in their relationships. Furthermore, the respondents expressed interest in selecting proper contraception methods and held strongly negative perceptions about abortion.

• Journal of Korean Home Economics Education Association
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• v.26 no.1
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• pp.119-134
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• 2014

This research looks at the effects of portfolio-based lessons to help female middle school students understand and develop their self identity, and to examine the influence of various factors within the school and home environment. The participants were 256 female middle school students in Gangneung-si, Gangwon-do and the analysis was done using the SPSS/WIN 12.0 program. The 6 portfolio-based teaching lessons were made with the aim of developing each subordinate scope in every module for development of self-receptiveness, uniqueness, closeness, tendency of planning the future, and independence. Results of the pre and post-test revealed that scores of self-receptiveness and uniqueness increased. Content analysis revealed that the students pursued their talents and interests through the portfolio activities, and made specific plans for their future careers. In sum, the results demonstrate that the students became specifically and systematically concerned about their future career. The results of hierarchical regression showed that self-receptiveness developed when their parents' attitudes were not rejecting and their peer relationships were positive. Uniqueness was shown to develop as the fostering attitudes of parents were receptive. Closeness developed as fostering attitudes of parents were receptive and as their relationships with peers were positive. The students' tendency to plan the future developed as fostering attitudes of parents were receptive and as their relationships with teachers were good, and independence was shown to develop as the fostering attitudes of parents were not rejecting. Results of a two-year follow-up study appeared that self-receptiveness scores decreased as time passed, so students had highest scores in their first year and lowest scores in their third year. Scores of uniqueness, tendency of planning the future, and identity increased in the students' second year and then remained steadily afterward.