• The Journal of the Korea Contents Association
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• v.16 no.4
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• pp.741-756
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• 2016

This study is to identify the effectiveness of English literature in reading instruction using meta-analysis of advanced researches. 80 studies published in Korea were selected for this research wherein the studies are in experimental nature on reading instruction using English literature. The result of the meta-analysis are as follows: Reading instruction with English literature for early children in kindergartens and primary schools showed statistically significant positive effects in both reading abilities and affective domains, in particular for younger children from kindergartners to 2nd graders of primary school. It was more effective when the instructor used top-down approach than bottom-up or balanced approach. No significant coorelation was found between the number of English stories and the students' linguistic ability. Diverse activities tailored to students' need are turned out to be more effective than using same old activities with more stories.

• The Mathematical Education
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• v.60 no.1
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• pp.41-59
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• 2021

The purpose of this study is to synthesize a comprehensive and general conclusion about the effects of mathematics classes using peer tutoring on the cognitive (mathematics learning achievement) and affective domains. For this purpose, a total of 61 individual studies were meta-analyzed in this study to calculate the effect size, measuring the strength of the relationship between mathematics classes using peer tutoring and either the cognitive or affective domain. As a result of this study, it was confirmed that mathematics classes using peer tutoring generally have a medium effect size in both cognitive and affective domains. Also, it was found that level of school, type of student, learning location, class time, tutor education or prior training are significant variables that affect the impact of mathematics classes using peer tutoring on the cognitive and affective domains. These results suggest specific ideas on how to design and operate peer tutoring in school mathematics classes on the basis of different variables.

• The Journal of the Convergence on Culture Technology
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• v.8 no.6
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• pp.543-551
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• 2022

The purpose of this study was to investigate the mediating effect of academic self-efficacy in the process that nursing students' task value affects class participation. The subjects of this study were 161 second-year students of the Department of Nursing at K University located in G city, and the data collection period was from October 5 to October 14, 2020. The mediating effect of academic self-efficacy in the relationship between task value and class participation was analyzed using Baron and Kenny's 3-step mediating effect verification procedure using simple and multiple regression analysis and the statistical significance of mediating effects was verified by the Sobel test. As a result of this study, task value and academic self-efficacy were major factors influencing class participation, and academic self-efficacy was found to be a significant partial mediating variable in the relationship between task value and class participation. These factors explained 55% of class participation. In order to increase learners' class participation, an integrated approach that can improve task value and academic self-efficacy is needed.

• Journal of the Korean Applied Science and Technology
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• v.38 no.1
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• pp.228-240
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• 2021

This study was conducted with the goal of establishing a foothold for lifelong sports as well as establishing golf as a desirable leisure activity through the analysis of the relationship between golf participants' coach support, resilience and self-rated health. To achieve the goal of this study, a total of 300 questionnaires were distributed and 300 copies were collected back. Out of those returned questionnaires, insincerely replied or double-replied questionnaires were excluded and finally 278 questionnaires were analyzed for this study. For analysis of the data, frequency analysis, exploratory factor analysis, reliability analysis, confirmatory factor analysis, correlation analysis, and structural equating modeling were conducted using SPSS 18.0 and AMOS 18.0. Main findings were as follows: First coach support had a positive effect on resilience. Second, resilience had a positive effect on self-rated health. Third, coach support had a positive effect on self-rated health. Fourth, resilience mediated the relationship between golf participant coach support and self-rated health. Therefore, golf instructors should achieve specialization and diversification of educational programs through continuous learning about various teaching methods.

• Korean Association of Arts Management
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• no.51
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• pp.35-73
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• 2019

The purpose of this study is to investigate the effects of culture and arts activities (experience, type, frequency) and participation motivation on subjective well-being and to investigate the mediating effects of learning motivation. For this study, the subject is limited to adults who are leading consumers of culture and art activities can decide what activity to do. By survey, data from 1,000 respondents are used for analysis after applying proportional sampling based on the proportion of sex and age indicated in the population statistics. Exploratory factor analysis and reliability analysis were conducted based on the collected data using SPSS v.22.0. The results obtained from the empirical analysis are as follows. First, regarding culture and art activities (experience, type, frequency) and subjective well-being, the results are as follows. H1. Those who experienced culture and arts activities have higher subjective well-being than non-experienced ones. H2. Participating in culture and art activity increases subjective well-being more than just spectating culture and art programs. H3. Heavy participants in culture and art activities have higher subjective well-being than lighter participants. These results indicate that culture and art activities are important variables that have a positive effect on subjective well-being. Therefore, participating in culture and art activities may be an appropriate way to enhance subjective well-being because they are life experiences that individuals can experience in their daily lives. Second, H4. internal motivation and external motivation, sub-factors of participation motivation in culture and art activities, have a positive effect on subjective well-being, and amotivation has a negative effect on subjective well-being. Therefore, in order to improve subjective well-being, it is important to strive to lower amotivation and increase internal and external motivation. Third, H5. learning motivation has a partial mediating effect on the relationship between participation motivation in culture and art activities and subjective well-being. This result suggests that culture and art activities and education might be helpful for subjective well-being when they are conducted together since participation motivation in culture.

• Journal of the Korea Society of Computer and Information
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• v.18 no.11
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• pp.255-264
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• 2013

This research was conducted to analyze parents' attitudes on the issues related to the Smart Education Initiative Korea. The questions included the usefulness of major digital tools for educational purposes, knowledge on the Smart Education, necessity for better educational methods, and Bring Your Own Devices (BYOD) policy. A total of 432 response cases from the parents were analyzed considering the parents' age, academic level, and income. As a result, parents regarded desktop PCs as more effective tools for learning when compared to tablet PCs. Meanwhile, mobile devices and SNSs were hardly considered as instructional tools. Second, familarity and understanding of the Smart Education were proportional to household income and mothers' education levels. Third, parents needed for the change in educational methods and agreed with the importance of students' self-regulated learning, collaboration, inquiry ability and creativity. Fourth, regarding BYOD, parents were willing to buy devices with a reasonable price. In conclusion, it is required to reflect the results of the study when implementing the Smart Education throughout the nation.

• Journal of Korean Home Economics Education Association
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• v.21 no.4
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• pp.105-125
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• 2009

This study attempts to extract the necessary criteria as a secondary school home economics teacher through the factor analysis, and to analysis the teacher's and student's perceptions for the requirement criteria of home economics teacher(RCHET) thereof to confirm the necessary criteria as a secondary school home economics teachers. This research was based on the requirement criteria of home economics teacher developed by Korea Institute for Curriculum and Evaluation(KICE) Korean Home Economics Education Association(2008)(KHEEA) collected from secondary, upper secondary school home economics teachers and students in Jeollabuk-do. RCHET encompasses the six areas : (l)'Expert of lesson related to evaluation' (2)'Efficient manager of diverse materials for study', (3)'Student advisor equipped with a teaching sense of duty and sound humanity', (4)'Curriculum expert equipped with a expertise knowledge', (5)'A fair and democratic schoolroom environment promoter'. (6)'Career path counselling expert understanding student's characteristics and environments'. Through the factor analysis, six RCHET factors are more important to teachers than students. According to importance perception for RCHET, home economics teachers' qualification for minor second subject and participation of training program showed similar differences statistically in all RCHET factors. Thus, effort for expertise improvement of teacher had important influence on expertise improvement of teacher. As a result of examining the differences from importance evaluation for RCHET, similar differences from frequence of home project, preference of home economics teacher, manual training and home economics score, interest of home economics showed statistically.

• Journal of the Korean Society for Library and Information Science
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• v.53 no.4
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• pp.5-22
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• 2019

The purpose of this study is to analyze the factors that hinder the role recognition and role performance of teacher librarians and suggest some improvement methods. For this purpose, a questionnaire was conducted among 41 persons who participated in the first-level qualification training for teachers librarians at K University Secondary Teacher Training Institute in 2019.The results showed that there was a difference between the expected role and the execution role of the teacher librarians. In other words, teacher librarians recognize that they should teach information literacy as instructors and operate library-based instruction and cooperative classes as teaching partners. However, the most frequently played roles are reading education and library use education. They recognizes the cause as institutional limitations, such as the absence of a national level curriculum and the ambiguity of the role of specialists in school libraries. And it is perceived as a real problem such as the lack of partnership and recognition of their peers. Among the variables of teacher librarians, the higher their educational level, the more they perceived their peers as teachers. Based on this, some suggestions for strengthening the role of the teacher librarians' instructor and teaching partner were proposed in terms of including cross-curricular subjects of information literacy education, analyzing jobs and establishing scholarship system for school libraries.

• Journal of Korean Home Economics Education Association
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• v.20 no.3
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• pp.1-16
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• 2008

The purpose of this study is to investigate the perception of middle schooler's lesson of 9th grade "Housing Education" Questionnaire survey was conducted with 394 middle school students in Gyeongnam in 2006 and the dada analyzed by the descriptive statistics, t-test, One-way ANOVA, Duncan's multiple range test, Pearson correlation and multiple regression analysis by using SPSS 14. program. The result of this study were as follows. The unit 'Use of dwelling space' was perceived useful in real life, interesting in explanation & visual materials of the text, taught easily to understand the students and ranked highest in class satisfaction compared with the rest two units. The unit 'Indoor environment & equipment' was least interesting, most difficult and ranked lowest in class satisfaction. The unit 'House management & repair' was relatively interesting and easy, but not useful in real life, not much interesting in explanation & visual materials in text, taught difficult by teachers. The class satisfaction ranked second of the units. Female students perceived that the unit 'Use of dwelling space' was easy, but male students perceived that all the units were interesting in the explanation & visual materials in textbook, various teaching-learning methods, interesting experiment & practice, and was satisfied with the unit 'House management & repair'. As their academic achievement of "Technology & Home Economics" was lower, they perceived that the education contents and various experiment & practice were more difficult. The class satisfaction of middle schoolers about the unit "Housing Education" were affected by how easily the teacher taught the subject, making it more understandable, the level of difficulty of the contents and the level of interest of explanation & visual materials of text.

• Proceedings of the Korean Society for the Gifted Conference
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• 1994.08a
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• pp.1.2-37
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• 1994

Currently Korea encourages gifted high schoolers and junior high schoolers to participate in international achievement contests such as International Olympiads. Participants for these contests are selected nationwide among gifted students in areas of mathematics, physics, chemistry, and others. They go through a series of screening tests and programs. One of the screening processes IS Korean Olympiad School, which provides study programs each summer for student-candidates prior to following year's International Olympiads. Approximately 40 students of high schools and junior high schools, in each subject of study, gather at Korean Olympiad Summer School, and they go through intensive study programs during a short period of time. Out of 40 candidates,' less than 10 students are finally selected to participate in International Olympiads. In this study, a psycho-educational program called "Situation Coping Training Program" was developed to enhance ahievement motivation for these student-candidates. This study was to see if this training program actually improved their cognitive, emotive motivation factors, and to see how this training program affected their achievement level. Training was administered for five days. This training program was found effective for participants to increase self-efficacy, internal locus of control, and anxiety copmg. These cognitive and emotive motivation factors, other than intelligence, were found to have positive relationship with achievement level, of which self-efficacy and attribution style of students were found as two best predictors of achievement. This training program was perceived as necessary. by participants, and helpful for recovering self-confidence and self-control as well as coping pressure. Suggestions were made that this kind of training program be administered as a regular curriculum in preparative study programs such as Korean Olympiads, since cognitive, emotive motivation factors are related with achievement, and furthermore, be utilized in all gifted education programs in Korea. in Korea.