• 한국과학교육학회지
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• 제17권3호
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• pp.251-260
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• 1997

The instructional influences of cooperative learning strategies, which emphasize mutual interdependency of learners, group goal, and individual accountability, upon students' achievement, the attitude toward science instruction and the perception of learning environment were investigated. Before instruction, the prior knowledge test about atoms and molecules, the test of attitudes toward science instruction, and the perception questionnaire of learning environment were administered, and the grade in the previous mathematics course was obtained. These scores were used as covariates. Mid-term examination score was used as blocking variable. For instruction, three different strategies-traditional individual learning, small group learning, and cooperative learning-were used and teaching materials for the units of mole and stoichiometry were also prepared. After instruction, the researcher-made achievement test, the test of attitudes toward science instruction, and the perception questionnaire of learning environment were administered. The perception questionnaire of group activities was also administered to the two treatment groups. In the quantitative subtest, the scores of cooperative learning group and small group learning group were significantly higher than those of traditional individual learning group. However, the cooperative learning group's scores in the achievement test and the qualitative subtest were significantly higher than those of small group learning group and traditional individual learning group. The students in the cooperative learning group were found to have the most positive perception of learning environment but to have similar attitudes toward science instruction. No interaction between the treatment and the level of the previous achievement was found in any of the analyses. In the perception questionnaire of group activities, students in both small group learning group and cooperative learning group exhibited positive perception of group activities. However, students in the cooperative learning group tended to think that their activities were related with their group's success. Educational implications are discussed.

• 한국가정과교육학회지
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• 제8권1호
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• pp.51-57
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• 1996

The purpose of this study were to examine the difference of the effect of CAI and students’attitude to Home Economics Class through CAI. 120 girl students of the first year were chosen at B middle school in Daegu. Among them each 30 students were classified into 4 groups； High Intelligence group/Individual learning pattern, High Intelligence group/Small group learning pattern, Low Intelligence group/Individual learning pattern, Low Intelligence group/Small group learning pattern. The task of learning was “management of washing”Unit of the second grade. The data were processed with Cronbach’s ${\alpha}$, t-test, ANOVA by SPSS/PC(sup)+. The research findings are as follows： 1. In the verification of CAI Learning effect according to student group pattern, there is no difference between Individual learning pattern and Small group learning pattern in Achivement and Retention of learning. 2. In the verification of CAI Learning effect according to student intelligence level, there is no difference between High Intelligence group and Low Intelligence group in Achivement and Retention of learning. 3. The result of students’attitude to Home Economics Class verificated is an follows. (1) Individual learning pattern is more attensive than Small group learning pattern, but there is no difference in Intelligence level. (2) Low Intelligence group is more positive than High Intelligence group, and Small group learning pattern is more positive than Individual learning pattern in a view of Home Economics Class after using CAI.

• 한국가정과교육학회지
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• 제12권3호
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• pp.171-181
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• 2000

The purpose of this study is to compare and analyze on the result of learning accomplishment and attitude between two groups to certify the application possibility of the cooperative learning method in home economics education. This inquiry was investigated by two classes 95 students. of the first glade in high school a commercial girl’s high school located in Anyang city of Kyonggi province, and then classified in a cooperative learning group and a traditional learning group respectively, then the 6th lessons progressed, and the difference of results of the learning accomplishment and the learning attitude according to each group was analysed with the post tests of the learning accomplishment and the learning attitude of two groups. The results of this study are summarized as follows. (1) Three subordinate positions, which are knowledge, understanding and application field of learning accomplishment between the cooperative learning group and the traditional learning group. it highly and the traditional learning group it highly showed in comparison with the traditional learning group. (2) There are not any statistically significant difference in the attention- concentration field of learning attitude between the cooperative learning and the traditional learning groups, but the cooperative learning group in the learning method and the self learning field highly showed.

• 대한가정학회지
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• 제26권2호
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• pp.69-79
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• 1988

This study was to increase the experimental learning effect of textile materials in middle and high school. To this study, three kinds of simply devised apparatus were used for warmth retaining test, air permeability test and static electricity test. Two classes were chosen in a girls' high school comparing learning effect and classified the theoretical learning group and the experimental learning group. In the experimental group, a teaching plan to teach the properties of textile materials was made to use these apparatuses. The results were. 1. In the interest on the unit either the theoretical learning group or the experimental learning group were not different significantly. 2. In the items facilitation of motivation, unsatisfied desires and prevention of failure, effect of transfer and development of inquiry power, both groups were significant. 3. For the purpose of comparing the learning effect, two groups were examined for determining the level of understanding after teaching properties of textile materials. The mean value of the experimental learning group was higher than that of the theoretical learning group. The experimental learning group had more higher markers(over the point of 90) than the theoretical learning group.

• 국제학술발표논문집
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• The 6th International Conference on Construction Engineering and Project Management
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• pp.154-157
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• 2015

Construction industry still requires a lot of laborers to perform a project despite of advance in technologies, and improving labor productivity is an important strategy for successful project management. Since repetitive construction works exhibits learning effect, understanding laborers' learning phenomenon therefore allows managers to have improved labor productivity. In this context, previous research efforts quantified individual laborer's learning effect, though numerous construction works are performed in group. In other words, previous research about labor learning assumed that sum of individual's productivity is same as group productivity. Also, managers in construction sites need understanding about group learning behavior for dealing with labor performance problem. To address these issues, the authors investigate what variables affect laborers' group level learning process and develop conceptual model as a basic tool of productivity estimation regarding group learning. Based on the result of this research, it is possible to understand forming mechanism of learning within the group level. Further, this research may contribute to maximizing laborers' productivity in construction sites.

• 한국학교보건학회지
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• 제35권3호
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• pp.113-122
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• 2022

Purpose: The purpose of this study was to identify the effects of applying jigsaw cooperative learning to basic nursing practicums on self-directed learning ability, self-efficacy, and learning outcomes. Methods: This study was based on a non-equivalent control group design, and the subjects were nursing students. The study allocated 30 people in the experimental group and 30 people in the control group, and jigsaw cooperative learning was applied to the experimental group for 2 hours every week for a total of 8 weeks. The traditional educational method was applied to the control group. The collected data were analyzed using SPSS v26.0. Results: The experimental group to which jigsaw cooperative learning was applied showed statistically significant differences in self-directed learning ability (F=4.49, p=.038), self-efficacy (F=6.15, p=.016), and learning outcomes (F=19.48, p<.001) compared to the control group. Conclusion: By applying jigsaw cooperative learning to basic nursing practicums, this study confirmed its effect not only on the effective domain such as self-directed learning ability and self-efficacy, but also on learning outcomes in the practical domain. We propose future studies apply jigsaw cooperative learning to various practice classes to achieve learning outcomes that focus on cultivating students' practical capabilities.

• 수산해양교육연구
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• 제24권2호
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• pp.146-165
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• 2012

The purpose of this study is development of learning coaching program that is grafted onto advantage of Self-directed learning and coaching intended for Youth-After-School-Academy children and analysis the effect on self-efficacy and Self-directed learning ability from this program. The program of this study is developed on the base of Seels & Richey's 'ADDIE Model'. In order to verify the effect of this study, two times tests were carried out on 14 persons of the experimental group and the control group respectively, before and after the program was performed. The MANCOVA & ANCOVA was done on the difference between the post-test results of the experimental group and the control group. Findings of this study might be summarized as follows: First, the post-test result in the experimental group on self-efficacy was meaningfully higher than in the control group. Second, on Self-directed learning ability the result in the experimental group was also higher than in the control group. Therefore, learning coaching program impacted on self-efficacy and Self-directed learning ability of Youth-After-School-Academy children. This program that aim to discover the potential on learning, expect to be effective for children education of today when pursue Self-directed learning ability and creativity.

• 한국실내디자인학회논문집
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• 제23권4호
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• pp.140-148
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• 2014

The objective of this study is to address Effective Learning Methodology by subjects to acquire National Certification which is an essential requirement to get employed. For this purpose, analysis was completed after conducting a survey on the class to obtain Interior Architecture Engineer Certification. 23 applicants were selected based on effectiveness of each subject, level of difficulty, degree of understanding, mentoring effect, self-driven learning, and group discussion. Results are as below. Upon the first written test, Interior Design Theory and Chromatics showed a high learning effectiveness in self-driven learning and mentoring. Ergonomics showed a high learning effectiveness in mentoring, self-driven learning and group discussion while Building Materials, Architecture Construction presented a high effectiveness only in mentoring and group discussion. Architecture Environment showed average learning effectiveness in mentoring and group discussion and showed a low effectiveness in self-driven learning. Upon the second practice test, Interior Architecture Construction and Planning/Management of Construction Materials presented an average learning effectiveness in mentoring and group discussion. Process Control and Adding Up(Supply Calculation) showed a low learning effectiveness in self-driven learning and presented an average to below average learning effectiveness in mentoring and group discussion. Lastly, Interior Design Plan, Interior Design Drawings presented average learning effectiveness in mentoring and group discussion however they showed a high effectiveness in self-driven learning.

• International Journal of Contents
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• 제15권2호
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• pp.59-74
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• 2019

The objective of this study was to analyze the influence of physical education classes based on Flipped Learning on self-directed learning abilities and learning attitude towards these classes, for middle school students. The study selected 90 students as an experimental group (3 classes) and 97 students as a control group (3 classes), among 240 students of the first-year students attending a middle school located at Jeonju City of South Korea, applying convenience sampling, one of the non-probability sampling methods. For the experimental group, 36 sessions of physical education classes were held for 14 weeks, while the control group received teacher-centered classes. Comparing the results with the control group, the experimental group showed significant differences in terms of all sub factors of self-directed learning abilities, namely; desire for learning, learning objective establishment, basic self-management abilities, selection of learning strategy and self-reflection. Moreover, the experimental group manifested significant differences in terms of all sub factors of attitude towards the physical education subjects, namely; positive emotions, negative emotions, health & physical strength, interpersonal relations, physical activities & movements, and active participation & positive performance. From the findings, it can be considered that physical education classes based on Flipped Learning contributed to improving self-directed learning abilities and attitude towards physical education classes. This result can serve as a significant basic material for designing and performing classes in raising the understanding of Flipped Learning and effectively applying Flipped Learning in physical education classes.

• 디지털산업정보학회논문지
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• 제19권3호
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• pp.105-115
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• 2023

This study analyzed the effects of learning participation motivation and collaborative self-efficacy on knowledge sharing behavior in an online learning environment. Collaborative learning in the online learning environment took the initiative in team formation, learning topic selection, learning planning and execution, and reflection. Collaborative learning was operated as an extracurricular program, and a survey was conducted targeting students who finally completed all learning activities. The results of the study are as follows. First, goal-oriented motivation and self-Efficacy for group work, showed significant influence on knowledge sharing behavior. Second, activity-oriented motivation did not show a statistically significant effect relationship. Interpreting the analysis results, it can be judged that the higher the goal-oriented motivation and self-Efficacy for group work of students who performed collaborative learning in an online learning environment, the higher the willingness to share knowledge, skills, and information they know. This study explored the outcomes of collaborative learning conducted in an online learning environment. It is meaningful that the learner's learning participation motivation was identified and the effect of self-Efficacy for group work, which can be expressed in collaborative learning situations, on knowledge sharing behavior, which is a necessary behavior for group performance, is significant.