• Journal of Korean Elementary Science Education
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• v.28 no.4
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• pp.361-372
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• 2009

This study aimed to analyze the degree of concern and satisfaction of elementary students about school science lesson. For this study, the survey was carried out on 660 primary school students in the 4th, 5th and 6th grades. The results of this study are as follows; The degree of concern and satisfaction of primary school students about school science lesson was higher than usual label. And the degree of satisfaction was higher than the degree of concern. This means that school science lessons are sufficient to the expectations of the students and are desirable. The correlation of the degree of concern about school science lesson and the degree of satisfaction about school science lessons was an affirmative interrelation. This means that the more the degree of concern about school science lesson is higher, the more the degree of satisfaction about school science lesson is higher. The students who were younger, had higher interest in science showed a higher degree of concern and satisfaction about school science lessons, but there were no differences when it came to sex. This means that students are provided the experience in which they are able to do the various scientific activities and they are able to study science joyfully. Consequently, teachers should teach students well by grasping the degree of concern and satisfaction of primary school students about school science lessons.

• The Journal of the Convergence on Culture Technology
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• v.8 no.3
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• pp.9-14
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• 2022

The purpose of this study performed to confirm the effect of flipped learning on learning attitude, self-esteem, and lesson satisfaction for nursing students of the university. The research participants and data collection were conducted on 38 nursing students in A city from September 1 to December 30, 2021, and the research design is a one-group pretest-posttest design. Learning attitude, self-esteem, and lesson satisfaction were investigated, and flipped learning lectures were applied to the experimental group as experimental treatment. SPSS 27.0 version was used for statistical analysis. As a result, the learning attitude of nursing students showed a positive correlation with self-esteem and lesson satisfaction, and the flipped learning education method showed learning attitude (t=-4.01, p<.01) and self-esteem (t=-3.53, p<).001, lesson satisfaction (t=-4.20, p<).001) All were statistically significant.

• The Journal of the Convergence on Culture Technology
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• v.9 no.3
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• pp.11-17
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• 2023

This study investigates the effects of flipped learning on self-directed learning ability(SDLA), learning attitude, and lesson satisfaction for nursing students of the university. The research participants and data collection were conducted on 41 nursing students in A city from March 1 to June 16, 2022, and the research design is a one-group pretest-posttest design. SDLA, learning attitude, and lesson satisfaction were investigated, and flipped learning lectures were applied to the experimental group as experimental treatment. SPSS 27.0 version was used for statistical analysis and the Paired T-test was applied the effect test before and after the experiment. As a result, the learning attitude of nursing students showed a positive correlation with SDLA and lesson satisfaction, and the flipped learning education method showed SDLA (t=-8.73, p<.001) and learning attitude (t=-6.99, p<.001) and lesson satisfaction (t=-2.17, p<.05) All were statistically significant.

• Journal of Fisheries and Marine Sciences Education
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• v.27 no.3
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• pp.791-803
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• 2015

This study aims to examine the influence of tennis instructors' coaching behaviors on the satisfaction with lessons and preference for instructors. In order to achieve this study objective, by using the quota sampling out of nonprobability sampling for tennis club members who are now(2015) actively involved in tennis courts located in Daejeon Metropolitan City and Chungcheongnam-do, and also receiving tennis lesson for more than six months or used to take lessons before, the 325 effective samples were used for data analysis. Using the SPSS Ver. 21.0 Window Program, the collected data went through frequency analysis, exploratory factor analysis, reliability analysis, t-test, one-way ANOVA, correlation analysis and multiple regression analysis, and the results are like below. Regarding differences of coaching behaviors depending on sex, first, there were significant differences in the factors like explanatory instruction, positive feedback and negative feedback. In case of differences in accordance with age, every factor showed significant differences. In regard of differences depending on academic background, there were differences in the factor of negative feedback while the factor of positive feedback showed differences in accordance with the experience of lesson. In case of differences depending on the level of athletic performance, there were statistically significant differences in the factors like explanatory instruction, questioning instruction and negative feedback. Second, the positive feedback, one of the sub-factors of coaching behaviors had positive influence on satisfaction with lesson while the explanatory instruction, one of the sub-factors of coaching behaviors had positive influence on preference for instructors. Lastly, the satisfaction with lesson had positive influence on preference for instructors.

• The Journal of Korean Academic Society of Nursing Education
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• v.21 no.2
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• pp.266-275
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• 2015

Purpose: The aim of this study was to evaluate the effect of student question-centered lessons for bi-directional faculty-student communication. Methods: This study performed one-group pretest-posttest design; participants were university students majoring in health science (nursing 58, physical therapy 45) in city C. Data was collected and the program was conducted from March 3 to June 14, 2014. Measurements employed were the ARCS model of motivational design, self-assertiveness, learning satisfaction, and interpersonal relationship. Data was analyzed through frequency statistics, descriptive statistics, and repeated measurement of one-way analysis of variance with the SPSS 19.0 program. Results: In this student question-centered lesson participants exhibited significant enhanced satisfaction in terms of learning motivation, learning satisfaction, self-assertiveness, behavioral assertiveness, general assertiveness, and sensibility regarding interpersonal relationships. Conclusion: The results suggest that student question-centered lessons are applicable to a variety of subjects. Also, for comparative purposes, a faculty-centered lesson will be undertaken.

• Journal of the Korean Society of Earth Science Education
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• v.7 no.1
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• pp.91-98
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• 2014

The purpose of this study is to compare scientific attitude and degree of satisfaction for school science lessons between science-gifted and general elementary school students. The results of analysis are as follows : 1. Scientific attitude of both groups appeared to be above average and especially science-gifted students demonstrated higher level of scientific attitude in all area. The characteristics of science-gifted tenacity, high motivation, and creativity are demonstrated in their scientific attitudes. 2. Degree of satisfaction about school science lesson for both groups was above average while science-gifted students showed higher degree of satisfaction than general students. 3. Correlation of scientific attitude and science lessons between science-gifted and general students were relatively low. Scientific attitude of science-gifted students are more dependent on other variables than those of science lessons.

• Journal of Science Education
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• v.37 no.1
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• pp.221-232
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• 2013

The purpose of this study was to examine the effect of the CoRe-based density unit class on conceptual formation and on learner satisfaction with the class. For this study, two hundred and forty 8th grade students were chosen from six classes. The students were divided into two groups: an experimental group, which received a CoRe-based density unit lesson, and a control group, which was taught based on traditional teaching method. The CoRe-based density unit classes consisted of 4 periods based on the analysis of the previous studies on CoRe about density. The results showed the meaningful significant difference between the CoRe-based classes and the classes based on traditional teaching method both in the posttest on the extent of the conceptual formation on the density and in the retention test. The difference suggests that the lesson with CoRe is based on the consideration of the difficulties and limitations students face in various fields such as the students themselves, teachers, learning environment, evaluation, etc. during their learning process and even in the types of preconception they have, and the CoRe-based lesson is centered around the best teaching strategies to solve such difficulties. As a result of the analysis on the experimental group's class satisfaction, it is revealed that the students with a high level of attitudes related science or with a high level of science achievement showed especially high satisfaction in their learning. Analysis of questionnaire survey showed that the students in the experimental group got the opportunity through CoRe-based lesson to stretch their thoughts and ideas in a free way and preferred a teaching method which didn't just show the concept, but allowed them to find it for themselves or which let them predict the solution and then confirm the result on their own and a lesson which encouraged their active participation.

• 대한공업교육학회지
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• v.42 no.1
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• pp.125-139
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• 2017

The purpose of this study was to provide a basic research data for increasing the satisfaction by analyzing perception of middle school beginning technology teachers 'technology home economics' class for free semester program. In order to investigate the class operation status, the survey questionnaires from 100 teachers were collected from middle school beginning teachers who teach technology home economics subject currently and analyzed by statistical program(SPSS ver.18). The main results of this study were as follows: First, there was no statistically significant difference to contents and satisfaction of lesson between teachers who experienced free semester program and not. In comparison of male teachers and female teachers, male teachers thought that free semester program was more helpful for student's 'career exploration' than female teachers, and there was statistically significant difference. Second, in the teacher's response according to have practice space and not, the satisfaction average of teachers who have practice space was higher(M=3.64) than those who have not at 'career exploration' and there was statistically significant difference satisfaction. Third, among the teachers who have experienced free semester program, male teachers were having more difficulty 'determining the assessment criteria' than the female teachers and there was statistically significant difference. Fourth, to improve the satisfaction of technical lesson, technology teachers asked to solve lack of practice material, increase of lesson-time, lack of practice space and lesson contents etc. Fifth, technology teachers asked free semester program seminars and information because free semester program lesson contents was given by internet and research groups of technology education.

• The Journal of the Korea Contents Association
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• v.18 no.3
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• pp.601-610
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• 2018

This case study analyzed the effect of capstone design on students' competence and class satisfaction. Three subjects developed in S university were analyzed, and 92 students participated. Results show that the lesson structure of the capstone design was developed to provide students with problem solving competence and practical business skills through hands-on experience. In addition, the students' competence was enhanced, and their satisfaction in class was very high. Statistical results show that, compared to the existing classes, class satisfaction in capstone design improved significantly. Considering the foregoing results, this study suggested that for the capstone design, the lesson structure and method need to be diversified to provide more opportunities for students to participate and become active. The assessment procedure and method also have to be more objective to lessen subjectivity and to increase class satisfaction in capstone design.

• Human Ecology Research
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• v.53 no.2
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• pp.209-218
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• 2015

This study provides a basis for the development of lesson plans and teaching programs associated with the appearance in the adaptation of interpersonal relationships. This study was analyzed adolescents' body comparison and body satisfaction related in the adaptation of interpersonal relationships, and the effectiveness of self-esteem mediation. The survey was conducted among 587 adolescents in Gwangju. The data was analyzed using SPSS ver. 19.0 for Windows: frequency, means, factor analysis, Cronbach's ${\alpha}$, t-test, analysis of variance, Pearson correlation analysis, and regression analysis. The results indicated that body comparison and body satisfaction effected the adaptation of interpersonal relationships among adolescents consequently, it is necessary to develop lesson plans and teaching programs related to awareness, and improve appearance. A body comparison with similar aged people did not affect self-esteem; however, it is necessary to improve body satisfaction because it affects self-esteem. Self-esteem was also the mediating role between the adaptation of body satisfaction and interpersonal relationships, sub-factors, adaptation of relationships with friends, adaptation of relationship with teachers, adaptation of relationships with parents. It is important that body satisfaction and self-esteem is key factor in planning training programs, and improving the capacity of adolescents adaptation of interpersonal relationships.