• The Journal of the Korea Contents Association
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• v.20 no.1
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• pp.334-344
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• 2020

This study explored students' subject interests and task difficulty recognition levels changed when they provided tasks with Keller's ARCS motivation design in PBL(Problem Based Learning) class. This study participant were 79 college students majoring in teaching profession. Experimental and comparative groups were formed for the study. Primary PBLs were conducted to measure prior levels of subject interest and task difficulty recognition. Secondary PBLs were performed to verify the effectiveness of the ARCS motivation design task. The experimental group performed the tasks that reflected the ARCS motivation design. Collected data were analyzed using ANCOVA. As a result, the experimental group had a higher level of subject interest and a lower level of task difficulty recognition.

• The Journal of the Korea Contents Association
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• v.19 no.12
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• pp.471-482
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• 2019

The purpose of this study was to analyze the effect on the level of subject interest and interaction when supporting scaffolding considering learner characteristics in PBL. For the study, the participants were 86 college students. The research procedure was as follows. First, we divided the experimental group and the comparative group. A primary PBL was used to measure prior levels of subject interest and interaction. Secondary PBL was performed to verify treatment effect. In the second PBL, the experimental group received cognitive, metacognitive, and motivation scaffolding that reflected the learner's characteristics. The control group received random scaffolding. Subject interest and interaction were measured after the end of the second PBL. Collected data were analyzed using ANCOVA. As a result, the interest and interaction level of the experimental group was analyzed to be higher than that of the control group.

• Journal of Digital Convergence
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• v.10 no.7
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• pp.59-67
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• 2012

This study is to investigate the causality of participation motivation, self-efficacy, self-respect and ceaseless participation intention of college students who joined mind growth program. Based on the outcome of previous studies, hypothesis and research model of this article was designed, and subjects of authentic analysis were 88 college students in mind growth program. The conclusion of this survey thru fitness levels of path model and analysis of covariance with hypothesis verification is as follows. The higher participation motivation of college students who joined mind growth program is, the higher self-efficacy and self-respect are getting. The higher participation motivation and self-efficacy thru self-respect are, the higher ceaseless participation intention is getting.

• The Journal of Korean Association of Computer Education
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• v.9 no.2
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• pp.79-88
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• 2006

This study investigated the effects of computer-assisted instruction adapting to the level of students' conceptual understanding upon students' conceptual understanding, retention of conceptions, learning motivation, and perception about computer-assisted instruction in concept learning. 94 seventh grade students from a coed middle school in Seoul were randomly assigned to control, CAI, adaptive CAI groups, and were taught about 'motion of molecules' for 7 class periods. Two-way ANCOVA results revealed that the scores of a conception test and a learning motivation test for the adaptive CAI group were significantly higher than those for the control group. The scores of a retention test of conceptions for the adaptive CAI group were significantly higher than those for other two groups. There were no significant interactions between the instruction and the level of previous achievement in the scores of the conception test, the learning motivation test, and the retention test of conceptions. The perception about computer-assisted instruction for the students of the adaptive CAI group were more positive than those for the students of the CAI group.

• Journal of the Korean Chemical Society
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• v.47 no.1
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• pp.72-78
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• 2003

In this study, the effects of grouping by extraversion and introversion in POE learning applied to elementary science class on students' achievement, the perception of learning environment and the attitude toward science instruction were investigated. Ninety-five 5th graders were assigned to the control group and the experimental groups, and taught about acid and base for 9 class hours. In the experimental groups, the homogeneous small group was composed of four introverts or four extroverts, and the heterogeneous small group was composed of two introverts and two extroverts. Two-way ANCOVA results revealed that the homogeneous group performed better than the control group in the application subtest of the achievement test. Significant difference in learning difficulty was found between the heterogeneous group and the control group. In the attitude toward science class, significant interaction effect was found between the instruction and the extraversion/introversion.

• Education of Primary School Mathematics
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• v.10 no.2
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• pp.125-139
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• 2007

The purpose of this study seeks entry into a method to make the use of educational aids popular. To achieve it, it is observed that instructions applying worksheets to make an activation of use of educational aids have influences on mathematical achievement and mathematical disposition and attitude. All variables exception with the frequence of use of educational aids are controlled in both experimental group and comparative group. According to the result, there is no significant difference of mathematical achievement in pre t-test between two groups, while experimental group get 10 points higher than comparative group in average (t=0.519, p<0.01). On the other hand, within intra-experimental group the influences of use of educational aids on mathematical achievement is positive without the achievement levels of students. The difference dependent on the levels of student is sought by ANCOVA using prescores as a covariance, and it appears in the significance level of 5%(F=4.885, p<0.05), and the effect is more in the lower level of students than in the middle and high level.

• The Journal of the Korea Contents Association
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• v.21 no.3
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• pp.696-706
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• 2021

The purpose of this study was to examine the effects of Adlerian Community Feeling Program on the school life satisfaction and depression among elementary school students. Subjects were 38 students who were the fifth grader students and all participants were asked to complete the school life satisfaction scale and depression scale. The pretest and posttest were implemented in order to verify the effectiveness of the program. The program consisted of a total 9 sessions, focusing on building the relationship, self-acceptance, respect for others, cooperation and contribution. The employed statistical analysis was ANCOVA. The results of the study are as follows: First, the Community Feeling Program had an influence on significant improvement in school life satisfaction and its sub-factor, general classes, teacher-student relationships and the physical environment of a school. Second, the Community Feeling Program had an influence on significant effect in depression and its sub-factor, negative mood/physical symptom. Thus, the Community Feeling Program based on Adlerian Psychology has been found to be effective in improving overall school life satisfaction and reducing depression.

• Journal of the Health Care and Life Science
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• v.9 no.1
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• pp.61-68
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• 2021

This study involved using carefully selected fariry tales to effect children's peer competence and aggression. The subjects of this study were 41 four-year-old children from two private kindergarten in I city, South Korea. All subjects were from similar financial backgrounds and were divided into two groups: the experimental group(n=21) and a control group(n-20). The experimental group was given activities related to personality education after listening to fairy tales for 30 minutes every week, and the comparative group was given general daily routine operation. The collected data were analyzed by ANCOVA analysis using SPSSWIN 18.0. The results of the study showed that the experimental group had significantly higher peer competence than the control group and lower aggression. These results suggest that character education activities using fairy tales can have a positive effect on young children's peer competence and aggression.

• Korean Security Journal
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• no.48
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• pp.9-33
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• 2016

The purpose of the present study was to find out cause-and-effect relationship between job requirements and job resources, with job burnout as a mediator variable, and the effects of these variables on organizational effectiveness. The population in the present study was private security guards employed by 13 private security companies in Seoul and Gyeonggi-do areas, and a survey was conducted on 500 security guards selected using purposive sampling technique. Out of 460 questionnaires distributed, 429 responses, excluding 31 outliers or insincere responses, were used for data analysis. For analysis, data were coded and entered into SPSS 18.0 and AMOS 18.0, which were used to analyze the data. Descriptive analyses were performed to find out sociodemographic characteristics of the respondents. The exploratory factor analysis (EFA) and confirmatory factor analysis (CFA) were used to test the validity of the measurement tool, and the Cronbach's Alpha coefficients were calculated to test the reliability. To find out the significance of relationships among variables, Pearson's correlation analysis was performed. Covariance Structure Analysis (CSA) was performed to test the relationship among latent factors of a model for job requirements, job resources, job burnout, and organizational effectiveness of the private security guards, and the fitness of the model analyzed with CSA was determined by the goodness-of-fit index ($x^2$, df, p, RMR, GFI, CFI, TLI, RMSEA). The level of significance was set at .05, and the following results were obtained. First, even though the effect of job requirements on job burnout was not statistically significant, it had a positive influence overall, and this result can be considered such that the higher the perception of job requirements by the member of the organization, the higher the perception of job burnout. Second, the influence of job resources on job burnout was negative, which can be considered that the higher the perception of job resources, the lower the perception of job burnout. Third, even though the influence of job requirements on organizational effectiveness was statistically nonsignificant, it had a negative influence overall, and this result can be considered that the higher the perception of job requirements, the lower the perception of organizational effectiveness. Fourth, job resources had a positive influence on organizational effectiveness, and it can be considered that the higher the perception of job resources, the higher the perception of organizational effectiveness. Fifth, the results of the analysis between job burnout and organizational effectiveness revealed that, even though the influence of job burnout on organizational effectiveness was statistically nonsignificant, it had partial negative influences on sublevels of organizational effectiveness, and this may suggest that the higher the perception of job burnout by the organization members, the lower the organizational effectiveness. Sixth, the analysis of mediating role in the relationship between job requirements and organizational effectiveness, job burnout was taking partial mediating role between job requirements and organizational effectiveness. These results suggest that reducing job burnout by managing job requirements, organizational effectiveness that leads to job satisfaction, organizational commitment, and turnover intention can be maximized. Seventh, the analysis of mediating role in the relationship among job requirements, job resources, and organizational effectiveness, job burnout was assuming a partial mediating role in the relationships among job requirements, job resources, and organizational effectiveness. These results suggest that organizational effectiveness can be maximized by either lowering job requirements or burnout management through reorganizing job resources.

• Journal of The Korean Association of Information Education
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• v.21 no.2
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• pp.199-208
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• 2017

The present study investigates the potential of an educational programming game as a strategy for enhancing effective domains of mathematics curriculum, which has been criticized as a problem of education in Korea. The process of programming Fortress, an educational game, in conjunction with the lesson on the trigonometric function as part of the middle school mathematics curriculum, was designed for instruction and learning, and its effectiveness was tested. The study was conducted using a nonequivalent pretest-posttest experimental design. Research procedures included the following steps: (1) both the experimental and the comparison groups participated in four classes to understand and apply the concept of the trigonometric function, and (2) the experimental group participated in Fortress game programming activities using Scratch, which was designed in this study, while the comparison group participated in solving a real-life trigonometric problem - calculating the height of a building using the concept of trigonometry. The results of the t-test showed that students' interest and perceived value of the mathematics curriculum were significantly higher in the experimental group than in the comparison group. However, the results of analysis of covariance (ANCOVA) using pretest scores of the interest and perceived value showed the influence of pretest scores on posttest scores for the interest level, although the effect of the experiment on the perceived value of the mathematics curriculum was more significant.