• Journal of Technology Innovation
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• v.32 no.2
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• pp.1-21
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• 2024

This study aims to estimate policy effects that appear heterogeneously within the beneficiary group by matching the beneficiary and non-beneficiary groups based on propensity score quartiles and analyzing the effect of policy benefits on sales growth. To achieve this, 239 SMEs that participated in R&D support program for the manufacturing of materials, components, and equipment in 2020 were selected as the beneficiary group. The propensity scores of these companies were calculated and divided into eight quartiles for matching between the non-beneficiary and beneficiary groups. Subsequently, double difference analysis was used to calculate the sales growth rate attributable to policy support. The study found that the largest policy effect was observed in the lowest quartile group, and companies with high patent application rates and 3-year sales growth rates experienced significant policy effects. These findings suggest that propensity score quartile-based analysis can be effectively utilized to refine the criteria for selecting beneficiary companies and the scope of industrial policy support.

• Journal of The Korean Association For Science Education
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• v.24 no.6
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• pp.1063-1069
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• 2004

This study investigated the effects of grouping method in solving chemistry problems using Think-Aloud Paired Problem Solving (TAPPS). Three classes (125 students) of a co-ed high school in Seoul were randomly assigned to the control, the homogeneous TAPPS, and the heterogeneous TAPPS groups. Prior to the instructions, a test of awareness of metacognition was administered. In the treatment groups, students were grouped into either homogeneous or heterogeneous group on the basis of their pre-achievement levels, and worked in pairs on chemistry problems about chemical equation and stoichiometry. Students' analytical skill, problem solving ability, and awareness of metacognition were examined after the instructions. One-way ANCOVA results indicated that the scores of the homogeneous TAPPS group in the analytical skill test were significantly higher than those of the heterogeneous TAPPS group. However, there were no significant differences among the three groups in the problem solving ability and the awareness of metacognition.

• Journal of The Korean Association For Science Education
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• v.22 no.3
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• pp.508-516
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• 2002

This study investigated the influences of group composition in cooperative computer-assisted instruction (CAI) upon students' conceptual understandings, application abilities, learning motivations, and the perceptions of involvement. Seventh graders (N=97) were selected from a co-ed middle school in Seoul, and taught about 'motion of molecules' for 5 class hours. In the two treatment groups with cooperative CAI strategy, homogeneous and heterogeneous small groups were organized by the previous science achievement. Traditional instructions were administered to the comparison group. Two-way ANCOVA results revealed that the scores of the conception test for the treatment groups were significantly higher than those for the comparison group. However, there was no difference between the homogeneous and the heterogeneous groups. The scores of the three groups did not differ significantly in the application test and the learning motivation test. However, the perceptions of involvement for the treatment groups were more positive than those for the comparison group.