• Journal of Korean Home Economics Education Association
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• v.18 no.2 s.40
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• pp.111-123
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• 2006

This study was conducted on teachers who currently are teaching 'Technology and Home Economics' in high school, and teaching it alone, as opposed to team teaching. The study examined the teachers' fields of major study relative to their teaching behaviors and levels of confidence and satisfaction while teaching this course. The study also compared teaching behaviors, confidence and satisfaction among teachers who either have or have not participated in training sessions specifically-targeting teachers who are lack of relevant knowledge and skills in a major field. Questionnaires were mailed to high school teachers who were solo-teaching 'Technology and Home Economics' at high schools in Gyeonggi Do. Data from 83 respondents were used for the final analysis. The findings were as follows: First, it was determined that teachers tend to be more active when teaching subjects in which they have majored than subjects in which they have not. Teachers who have majored in home economics were most active when teaching home economics, followed by technology major teachers teaching technology, home economics major teachers teaching technology and technology major teachers teaching home economics, the last group exhibiting the least willingness to teach. Similarly, all teachers exhibited less confidence in areas not relevant to their majors, and confidence especially was lower while teaching practical skills versus theories. Teachers also were found to be less satisfied with teaching subjects outside of their majors. Second, analyzing technology majors currently teaching home economics and comparing those who have and have not participated in training sessions for home economics teaching, we found that 1) technology majors with such training feel that the training experience helped them in preparing various teaching media and in their evaluation of students' understanding of basic concepts and practices; 2) these training programs increased teachers' confidence teaching theories, but not practical skills; and 3) after they had participated in training programs, teachers' satisfaction increased in terms of producing teaching agendas and selecting textbooks and teaching media for their classes. However, training programs were found to have no effect on home economics majors who had participated in technology training programs, in terms of teaching behaviors, confidence or satisfaction teaching technology.

• Journal of Korean Home Economics Education Association
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• v.32 no.2
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• pp.59-76
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• 2020

The purpose of this study was to develop and evaluate the teaching/learning process plan of 'housing culture and practical space use' for home economics in middle school according to the problem based learning(PBL) model. The plan consisting of 4-lessons has been developed and implemented following the steps of ADDIE model. Various activity materials (4 scenarios, 6 individual activity sheets, 10 reading texts, and 5 working resources) and visual materials (4 sets of ppt and 4 moving pictures) as well as questionnaire were developed for the 4-session lessons. The plans were implemented to a single class of 21 junior students at H middle school in rural area, Kyeongnam, from 1^st to 12^th of April, 2019. Students highly enjoyed and were satisfied with the whole 4-lessons in aspects such as understanding of the contents, adequacy of materials and activities, and usefulness in one's own daily life. Additionally, they have more actively participated in the lessons than usual and even interested in learning more of such lessons. Students also reported that they highly accomplished the goal of each lesson as well as overall objectives. They showed interest in the major part of PBL lesson such as scenario and group activities. And they engaged themselves in drawing the share housing space plan with '5D planner' web program which they described as the best part of the lessons. The teaching/learning process plan developed in this study may be used as a theme of maker education, which is emerging these days. It can be concluded that the PBL teaching/learning process plans for 'housing values and practical space use' would contribute to improving students' attitude on living with others and ability to manage one's individual life.

• Journal of Korean Home Economics Education Association
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• v.20 no.2
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• pp.1-14
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• 2008

This study was performed to evaluate the effect of the e-Learning application on the teaching learning method in Technology-Home Economics of Middle School. For e-Learning of clothing part, diverse teaching programs and contents were reconstructed and provided in cyber-space. Among the uploaded diverse materials including advanced and supplementary materials, students could make a choice which depends on their own levels. Since the results of assignments could be uploaded in cyber-space and easily accessible to all students, the reliablity of estimation was increased and self-directed learning ability was improved. Also, more effective teaching learning activity could be expected through the mutual exchange of opinion between students and teacher, and among students. Besides, counselling and advices on overall aspect of student's life were also possible. The students were generally satisfied to e-Learning instruction. The interest and understanding about clothing part were increased, and the academic attitude and habit were positively changed. Also they responded that e-Learning instruction were very helpful because learning was possible even after school, diverse materials for learning were available, and submitting the results of assignments was very convenient. In conclusion, the application of e-Learning on the teaching learning method was very effective and should be encouraged. The development and supplement of diverse programs and contents will be necessary for more successful e-Learning instructions.

• Journal of Korean Home Economics Education Association
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• v.18 no.2 s.40
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• pp.15-27
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• 2006

The purpose of this research was to develop and analyze the effects of ICT based teaching learning process plans for 'Designing My Home' unit of Technology Home Economics subject in High School. The seven housing contents were selected from 8 textbooks and 8 teaching resources at the analyses stage. A specific homepage(ieduhome.cafe.com) was built to utilize the eight ICT teaching learning process plan as well as many other resources at the planning & development stages. The number of 68 highschool students have participated for the application stage during September 4-26, 2003 and the same number have studied the same contents through regular teaching learning plans as a comparison group. Experimental groups have significantly more increased in the knowledge and understanding of the housing contents than have comparison groups. The same results occurred in the interests in Home Economics, Housing, and Internet utilized study. The Design reports were not statistically differed between two groups based on the objective evaluation criteria. The results of this study generally supported previous research and showed that the In teaching learning plans were more effective in various aspects than were the regular plans.

• Journal of Korean Home Economics Education Association
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• v.30 no.1
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• pp.29-42
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• 2018

The purposes of this study were to develop and apply teaching-learning plans using ARCS strategies to improve character of middle school students and analyze whether a home economics class helps to give positive effects on youth character change. Nine-period classes were conducted for 110 male students in 4 classes of M middle school in Gwangju metropolitan city for 5 weeks from March 6 through April 7 in 2017. The effectiveness of classes were examined with learners' class assessment and pre- and post- character index test. The research steps and results in this study are as follows. First, the teaching-learning plans for 9 periods were developed for the character education class of the chapter 'Understanding families'. These teaching and learning course plans were designed to enhance learner's interests in learning using ARCS motivational strategy and improve character of middle school students in consideration of character elements. In the chapter 'Understanding families' of Technology Home Economics in middle school, the teaching-learning plans for 9 periods, 14 student activity sheets, and 2 powerpoint materials for teaching and learning were developed. Second, students who had the character education classes using ARCS motivational strategy showed significant differences in all character elements. Therefore, the character education class using ARCS shows positive effects to build up character of middle school students. Third, the character education classes using ARCS motivational strategy increased the class satisfaction of learners. The character education class teaching and learning course plans and learning materials in Technology Home Economics using ARCS motivational strategy will be used as a basic resource to build up students' character in the future.

• Proceedings of KHEA Conference
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• 2003.04a
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• pp.204-204
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• 2003

• Journal of Korean Home Economics Education Association
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• v.35 no.3
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• pp.97-116
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• 2023

This study conducted a meta-analysis on the effectiveness of education for sustainable development (ESD) programs within home economics classes. Articles spanning from 2000 to April 2023 were sourced from the Korean Citation Index (KCI) using search terms such as 'environment', 'sustainable', 'ESD', 'green', 'ecology', and 'home economics' in conjunction with 'development', 'application', and 'effectiveness'. Out of the gathered articles, 41 were chosen for analysis. Using a random effects model, the overall effect size was measured at 0.51 (SE=.08), suggesting that ESD programs significantly enhance student achievement in home economics. Further analysis of the 62 effect sizes, categorized by research design, ESD area (society, environment, economy), content area, school level, and school location, revealed that the research design, content area, and school location functioned as moderating variables. The findings of this meta-analysis underscore the efficacy of ESD in home economics education. Additionally, this study paves the way for future research, highlighting the importance of integrating economic perspectives in ESD, such as sustainable production and consumption, corporate sustainability, and market economy within home economics classes.

• Journal of Korean Home Economics Education Association
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• v.34 no.3
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• pp.25-47
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• 2022

The purpose of this study is to develop a teaching and learning plan for parental understanding classes for middle school students and to investigate the effect of the classes on the parent-child relationship by implementing the class. The classes were conducted from July 5 to July 15, 2021, for the second graders of S middle school in Gwangju Metropolitan City, in a total of 6 sessions, i.e., 3 sessions per week for 2 weeks. The influence of classes on parent-child relationship was measured in terms of the understanding of the middle age, degrees of interaction, affection, and bond with parents. In order to analyze the impact of classes, pre- and post-class online surveys were conducted on 184 students who agreed to participate. For the collected quantitative data, descriptive statistics, reliability analysis, and pairwise t-tests were performed using the SPSS Ver 22.0 statistical program. According to the results, students' understanding of the developmental characteristics of middle age increased and the interaction between the students and their parents increased after the class. And the overall affection with the mother increased significantly. Also, students' bonds with both mother and father were significantly improved. Based on these results, the necessity and direction of home economics class were discussed to form a positive relationship between adolescent children and their parents.

• Journal of Korean Home Economics Education Association
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• v.30 no.3
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• pp.151-173
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• 2018

The purposes of this study was to identify the magnitude and direction of the effects of Practical Reasoning Instruction (PRI) on students' achievements in Home Economics classes using the meta-analysis method and to examine whether the effects of PRI vary across publication status, study design, year of the studies, school level, gender of students, type of students' achievements, content area, location where the interventions of PRI were conducted, and duration. Thirty-four primary studies with 44 effect sizes were analyzed with calculation method of Becker(1988). A funnel plot method result revealed no publication bias. The results of this meta-analysis are as follows. First, PRI was more effective than traditional instruction on students' achievements. A summary statistic was 0.60 with a standard error of .074, which means that an increase of about two-third of a standard deviation beyond what would be expected from traditional instruction was gained from PRI intervention. Second, categorical and regression analyses were employed to find the sources of variance and moderators that predict the effects of PRI. The moderator analyses revealed no statistically significant effects of publication status, study design, school level, gender of students, type of students' achievements, and duration. Content area, location where the interventions of PRI were revealed to be moderators. It was concluded that PRI was effective in improving students' achievements regardless of publication status, study design, year of the studies, school level, gender of students, type of student achievement, and duration.

• Journal of Korean Home Economics Education Association
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• v.23 no.1
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• pp.113-141
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• 2011

The purpose of this study was to examine the effects of home economics instruction in food labeling using a motivational(ARCS-Attention, Relevance, Confidence, and Satisfaction) strategy to increase middle school students' learning motivation, recognition and use of food labels. To achieve this purpose, teaching-learning plans of food label instruction using a motivation(ARCS) strategy were developed over four class periods using a pretest-posttest experimental design. The experiment was conducted across two groups as follows: 4 experimental groups that received the motivation(ARCS) strategy instruction, and 3 comparative groups that received lecture type instruction. The pretest-posttest scores of the experimental and comparative groups were compared. The 203 data of questionnaires for the experiment were analyzed and evaluated by Analysis of Covariance(ANCOVA) using SPSS Win 12,0. The results of this study were as follows: First, teaching-learning plans, learning materials, and teacher reference materials for the home economics food label instruction that applied the motivation(ARCS) strategy were developed in five subject areas: nutrition labels, food additives, genetically modified food, irradiated food, and food quality verification labels. Second, students' learning motivation of the two groups showed statistically meaningful differences. Home economics instruction using a motivation(ARCS) strategy was more effective in increasing students' learning motivation than lecture type instruction. Third, as a result of ANCOVA which regulated the recognition of food labels in the pre-experimental design, the recognition of food labels in the post-experimental design showed the meaningful differences depending on the instruction style(motivation strategy and lecture type instruction). In addition, comprehensibility, practical use and educational necessity of food label details showed statistically meaningful differences. Home economics instruction using motivation(ARCS) strategy was more effective than lecture type instruction in improving students' recognition of food labeling. Fourth, as a result of ANCOVA which regulated the use of food labels in the pre-experimental stage, the use of food labels in the post-experimental stage showed meaningful differences between experimental and comparative groups depending on the instruction style. Therefore, home economics instruction in food labeling using motivation(ARCS) strategy was more effective than lecture type instruction in increasing students' use of food labels.