• The Mathematical Education
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• v.43 no.3
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• pp.309-314
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• 2004

A standardized scoring system for college interview entrance examination means we standardize the score of examination to adjust the degree of difficulty among questions and difference of panel's disposition. A standardized scoring system were newly enforced at college interview entrance examination from 2001. Colleges want to choose the most suitably qualified students, taking full advantage of interview examination. Also they should always prepare for questions, plan the answers and a standardized scoring system so that all candidates get a fair shake. The main purpose of this paper is to provide a standardized scoring system for interview examination. The results of interview examination are ranked from highest to lowest and each candidate have different rank from several panels. So some unit scores from panels are given for each candidate using standard normal distribution. Then we calculate the mean unit score for each candidate and final interview entrance examination scores are given using the mean unit score for each candidate.

• The Mathematical Education
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• v.43 no.4
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• pp.349-379
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• 2004

In Korea, the new system of college entrance examination is established and it will be conducted from the year 2005. There are many worries for the mathematics examination of the new system in the society of mathematics in Korea. In this study, we compare the characteristics of the mathematics examination for the college entrance examination of Korea to those of China, Japan, France, England and German. From this comparison, we point out some predictable problems of the new system of Korea and suggest some complemental methods.

• East Asian mathematical journal
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• v.33 no.4
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• pp.467-482
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• 2017

This paper studies the relationship between the college entrance examination scores and college mathematics achievements of the freshman, who are the students of college of technology and management in Yanbian University, by employing statistical analysis. First of all, we start from the correlation analysis of the majors and regions of students. Secondly, with gender and region as the classification, we divide the sample into two parts and test the mean significance, and we find that not only different gender but also different region have significant differences to college mathematics achievements. Thirdly, we use the college entrance examination scores as independent variable, and college mathematics achievement as the dependent variable to establish regression model. The model provides a realistic basis for the education department of our school, and provides reference value for the other major research.

• Journal of Families and Better Life
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• v.23 no.2 s.74
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• pp.49-61
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• 2005

The study reported a phenomenological analysis of the interviews with 19 mothers who had a child preparing a college entrance examination. The research question was what mothers experienced in supporting their child in his/her study for the examination. Results indicated that 'the senior year in a highschool' was described as the most stressful period affecting all the family members. Mothers' experiences were portrayed from three perspectives: mothers, as family members, experiencing the attachment to her child but conflicts with her husband; mothers, as individuals, adjusting by trying to setting realistic academic goals for her child while supporting him/her physically, emotionally, and spiritually; and mothers, as critics to extrafamily systems, blaming the inconsistency of educational policies. 1bis study was conducted with a holistic view, and highlighted the importance of interactions between traditional ideology about the mother roles and socioeconomic contexts when interpreting mothers' supporting their child in study for a college entrance examination.

• Journal of Korean Academy of Nursing
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• v.4 no.3
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• pp.57-62
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• 1974

This study was made to assess the possibility of predicting the nurses efficiency after graduation in college through their entrance examination and general attitude test results and their academic records. It was observed that generally nurses with the highest academic records were the most efficient in their work after graduation while those with high general aptitude test results came next although their college entrance examination results were comparatively low. Therefore it could be deduced from this study that college entrance examination results alone could not be depended upon in predicting the nurse's working efficiency after bet graduation.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.14 no.6
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• pp.2660-2666
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• 2013

Education is important in Korea and English education takes a huge part of it. Korean Education can be divided into public and private. A number of households expend money on private education. Therefore this study examines the relationship between private education expense and the grade of college entrance examination. As results, there is a positive effect between them and also a positive effect between the total mount of time of private education and the grade of college entrance examination.

• Journal of the Korea Society of Computer and Information
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• v.21 no.4
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• pp.123-129
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• 2016

This study had a purpose to find the correlation between academic achievement and entrance examination score using FCA and framing a concept of university academic achievement and entrance examination score and then, building concept lattice. The subject for this analysis was admission materials of freshmen in computer engineering department at A university located in Chungcheong area in 2010. Also 56 students in total were subjects for the score analysis of their first semester from 2010 to 2014. The major findings of this study were as follows. We organized and extracted many-valued context, concept lattice, associated rules using FCA. And we analyzed the correlation between University academic achievement and entrance examination score using FCA. The conclusions were as follows. We could get meaningful analyzed results using FCA. University academic achievement had lower relativeness with entrance examination score and female students had higher university academic achievement than male students. The improvement points are summarized below. It is necessary to improve the ratio and application method of the university admission factors and to increase the regular admission for a university. And programs for completing College-preparatory programming for male students in low university academic achievement are necessary.

• Journal of Korean Academy of Nursing
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• v.7 no.2
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• pp.95-106
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• 1977

I. Purpose of the study An ultimate objectives of entrance examination for the selection of students by the nursing school is to evaluate their abilities and readiness for the further study as a competent and professional nurse at the college. As a method to measure the above mentioned achievement Inchon Nursing College conducts personality test in addition to the college made entrance examination. The study amid to find out the correlation between personality test and academic achievement including clinic nursing practice through analysing the data and affecting factors for the purpose of improvement and desirable entrance examination system. II. Content and Method of the study Selected experimental groups were 36 students who were admitted to the college in 1973 and 35 senior students who enrolled in the second semester in 1976. Gathered date, personality test achievement academic achievement record in the college and achievement of clinic nursing practice, from the total number of 71 students were analysed for the clarification of their correlation. III. Findings of the study 1. It was revealed that the correlation between the entrance examination achievement and personality test was meaningful. 2. Found no significant correlation between personality test and academic achievement through 3 years. 3. It was revealed the meaningful correl, n between personality test and clinic nursing practice. 4. The most dominant affecting elements for the academic achievement was the 2 nd year academes achievement showing 91.39%. Approximately 8% were affecting for the 1 st year and 2 nd year academic achievement by the entrance examination achievement and personality test. 5. Achievement of clinic nursing practice was greatly affected by the 2 nd year clinic nursing practice with 81.26%. Achievement of the 3 rd year clinic nursing practice and personality test were affecting with approximately 15%.

• Journal of Oral Medicine and Pain
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• v.23 no.1
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• pp.57-64
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• 1998

Personality characteristics were studied by means of SCL-90-R test, Behavioral problem and pain site was studied Isleep disturbance, irregular eating habit, decreased physical activity, decreased social activity, increased emotional tension) by examination sheets. This study was conducted to examine the mature and extent of psychological difference between the students who failed the college-entrance examination and freshment and to determine whether psychological distress acts as a precipitate for craniocervical pain. 96students who failed the college-entrance examination (examination-failed student) and 86 freshmen were included in this study. The obtained results were as follows : Mean T-score of SCL-90-R primary scaled and global Indies in examination-failed students were significantly higher than the freshmen group. In comparison with examination-failed student group, the prevalence of neck and shoulder pain was significantly higher than the freshmen group. When the study and control group were compared in behavioral problem the study group had not more sound sleep than the control group. The study group had more irregular eating habit than control group. The study group had the lower physical activity than control group. The study group had poor social activity than control group. There was no significant difference in emotional tension.

• Child Health Nursing Research
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• v.11 no.3
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• pp.348-355
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• 2005

Purpose: In order to provide basic information for the development of nursing programs, health promoting behavior of students rewriting college entrance examinations was examined and factors related to health promotion were identified. Method: Data were collected by questionnaire from 804 examines in Seoul and Gyeonggi Province and were analyzed using the SAS program with t-test, ANOVA, Scheffe's test and Pearson correlation coefficients. Result: The mean score for health promoting behavior was 2.50. The highest score for the sub-areas was harmonious relationships and the lowest was, professional health maintenance. There were significant differences in health promoting behavior according to the following general characteristics; religion, frequency of rewriting college entrance examination, economic burden, parents' education level, grade, satisfaction with parents, friends and rewriting of college entrance examinations, parents' health concernsand knowledge of health, need for health education, and health condition and chronic disease over the past year. Correlations between health promoting behavior and family support and self-esteem were positive. The variables that influenced health promoting behavior were family support ($24.5\%$), self-esteem ($11.3\%$), anxiety ($2.6\%$), and stress of studying ($0.5\%$), explaining $38.9\%$ of the total variance. Conclusion: These results will help to develop a nursing program that enhances health promoting behavior of students rewriting college entrance examinations.