• Journal of the Korea Society of Computer and Information
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• v.28 no.7
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• pp.39-46
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• 2023

The purpose of this study is to design and develop the test standard to measure AI literacy abilities. First, we selected key areas of AI literacy through the related studies and expert FGI and designed detailed standard. The area of the test standard is divided into three categories: AI concept, practice, and impact. In order to confirm the validity of the test standard, we conducted twice expert validity tests and then modified and supplemented the test index. To confirm the validity of the test standard, we conducted an expert validity test twice and then modified and supplemented the test standard. The final AI literacy test standard consisted of a total of 30 questions. The AI literacy test standard developed in this study can be an important tool for developing self-checklists or AI competency test questions for measuring AI literacy ability.

• Korean Journal of Child Studies
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• v.26 no.4
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• pp.173-188
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• 2005

To examine relationships between learning-related social skills(LRSS) and literacy development a sample of 167 children aged 5-6 years were selected from 3 preschools in Seoul. Instruments for measuring LRSS were the cooperation, assertion, and self-control scales of the Social Skills Rating System (Gresham & Elliott, 1990) and the mastery behaviors scales of the Child Behavior Rating Scale (Bronson, et al. 1990). Literacy development was measured by the Concepts about Print(Woon, 1999), the Learning Readiness Scale(Korean Educational Development Institution 1998), and the Writing Development Scale(Lee, 1997). Teachers rated children's LRSS. Data were analyzed by mean, standard deviation, t-test, bivariate correlation, and regression analysis. LRSS correlated with children's literacy development. Mastery behaviors were the best predictor of literacy development.

• Korean Journal of Human Ecology
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• v.18 no.5
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• pp.1035-1046
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• 2009

The study was designed to explore mothers' and teachers' beliefs on children's literacy development by comparing their beliefs with the whole language approach. Also, their literacy practices at home and in the classroom were compared and how their literacy beliefs and practices were related was investigated. 176 mothers and 72 daycare teachers participated in this study in Kyunggi-do. Mean, standard deviation, frequency, t-test, and multiple regression were employed to analyze the data. The results showed that the mothers' age, mothers' education, fathers' education and family income mostly predict the mothers' literacy beliefs. Also the teachers' age, education, and their learning experiences with the whole language approach are the main predicting variables in the teachers' beliefs. In practices, the mothers' age, number of children, and fathers' education are independent variables predicting the mothers' practices. The teachers' age, education, interest about the whole language approach, learning experience, and number of children in the classroom are independent variables into the teachers' practices. Overall, teachers showed a higher level of beliefs on the whole language approach and did more literacy practices than the mothers.

• Journal of Korean Public Health Nursing
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• v.34 no.2
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• pp.238-250
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• 2020

Purpose: The purpose of this study was to investigate the effect of health literacy and unmet health care needs on health promotion behaviors among elderly people receiving visiting health care services at community health centers. Methods: The subjects of this study were 180 elderly people over 65 years old who were receiving health care services at public health center The subjects fully understood the purpose of this study and voluntarily agreed to participate. The collected data were analyzed by frequency, percentage, mean, standard deviation, independent t-test, one-way ANOVA, Scheffé test and Hierarchical Regression Analysis using the SPSS 23.0 program. Results: Hierarchical regression analysis was used to identify factors influencing health promotion behaviors of the subjects. The results were as follows: presence of occupation (β=.26, p<.001), social activity status (β=.26, p=.001), and health literacy (β=.16, p=.023). Conclusion: Therefore, in order to improve health promotion behaviors, it is necessary for visiting nurses to administer health education and programs by considering the level of health care understanding.

• The Journal of Asian Finance, Economics and Business
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• v.9 no.10
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• pp.169-177
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• 2022

The main aim of the paper is to assess the level of financial literacy among business students. It further aims to investigate the role of external factors that may determine financial literacy. The external factors considered in this study are gender, grade point average, specialization, financial education, and financial socialization. Standard scales such as the Test of Financial Literacy, the Big Three, and other instruments were adapted to measure Financial Knowledge. Further, the study also explored relationships between several factors and the financial knowledge of students. These factors included a student's gender, specialization, number of finance or related courses studied, current Grade Point Average, and financial socialization. A total number of 303 valid responses were received through an online questionnaire administered to business students studying in a public university in the country. Statistical tests namely independent samples t-Test, one-way ANOVA, and correlation analysis were performed in SPSS 28.0. Results show that the overall financial knowledge of students is above average. Gender, number of finance or related courses, and financial socialization do not exhibit any significant relationship with financial knowledge. Current GPA and specialization show significant relationships. The findings of this study have important sectoral and research implications.

• Korean Journal of Community Nutrition
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• v.24 no.5
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• pp.363-373
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• 2019

Objectives: This study examined the effects of dietary education experience (home, school, and mass media) on food consumer information literacy. Methods: The study subjects were 454 adult consumers who answered a structured questionnaire. The questionnaires addressed the subjects' demographics, dietary education experience (home, school, and mass media), and food consumer information literacy. The data were analyzed through frequency analysis, mean, standard deviation, t-test, ANOVA, Pearson's correlation, and multiple regression analysis using SPSS Win 24.0. Results: First, the scores of mass media education experience were 3.41 ± 0.64, which was the highest, and 3.15 ± 0.74 for school education experience, which was the lowest. Second, the level of sub-literacies (task definition, information seeking strategy, location and access, use of information, synthesis, and evaluation) showed scores of 3.20 ± 0.72 ~ 3.47 ± 0.68, which were slightly higher than the median. The synthesis literacy was the highest, as opposed to the information seeking strategy literacy, which was the lowest. The location and access and synthesis literacy were higher in women. Third, a significant positive(+) relationship was observed between all sub-literacies and each of three dietary education experiences (home, school and mass media). According to multiple regression analysis, the major variables influencing the sub-literacies of food consumer information literacy were home education, mass media, and school education in that order. Conclusions: The dietary education experience was the highest through mass media. The factor that showed the highest food consumer information literacy was synthesis. The factors influencing the food consumer information literacy were dietary education experience through home, school, and mass media.

• Research in Community and Public Health Nursing
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• v.25 no.1
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• pp.54-64
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• 2014

Purpose: This study is to measure oral health literacy levels and to identify oral health literacy related factors in elders. Methods: The research design for this study was a descriptive survey design using convenience samples. Data collection was done by using a self-report questionnaire with 321 elders from three welfare centers for the aged and two senior centers located in three cities. Data were analyzed by using percentage, mean, standard deviation, t-test, ANOVA, Scheff$\acute{e}$, Pearson's Correlation Analysis and hierarchical multiple regression with the SPSS Win 18.0 Program. Results: The oral health literacy scores of male elders were higher than those of female elders (t=9.73, p=.002). In hierarchical multiple regression analysis, education levels, smoking and oral health statuses were significant predictors and accounted for 29.8% of the male elders' oral health literacy. For female elders, education levels, health statuses and oral health statuses were significant predictors and accounted for 47.7%. Conclusion: These results suggest that interventions for improving oral health literacy are necessary to enhance elders' ability of self-care management. Also, these results could be used in developing oral health literacy programs.

• Korean Journal of Childcare and Education
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• v.15 no.4
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• pp.115-134
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• 2019

Objective: This study was aimed to analyze the effects of activities using picture books for young children's language development and to identify factors that caused differences in these effects by applying meta-analysis. Methods: We conducted a homogeneity test of effect sizes on 21 Korean studies published in academic journals from 1990 to February 2018 and calculated the effect size by applying a random effect model. Additionally, we conducted a meta-ANOVA to investigate whether the effect sizes differed by types of language development, picture book activities, and environmental variables-such as place, time, and agent. Results: The results indicated that the effect sizes of the 21 studies were heterogeneous and the total effect size was 0.90, which was significantly large according to Cohen's standard. The effect sizes also varied by types of language development, picture book activities, and environmental variables. Conclusion/Implications: To increase the effects of activities using picture books for young children's language development, this study suggested the importance of picture book activities to be integrated with other play areas, teaching methods, and other print materials for the development of literacy abilities, and the link between home and early childhood education institutions.

• Education of Primary School Mathematics
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• v.16 no.2
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• pp.123-145
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• 2013

This study was expected to yield the meaningful conclusions from the experimental group who took lessons based on inductive activities using GeoGebra at the beginning of proof learning and the comparison one who took traditional expository lessons based on deductive activities. The purpose of this study is to give some helpful suggestions for teaching proof to mathematically gifted elementary students. To attain the purpose, two research questions are established as follows. 1. Is there a significant difference in proof abilities between the experimental group who took inductive lessons using GeoGebra and comparison one who took traditional expository lessons? 2. Is there a significant difference in proof attitudes between the experimental group who took inductive lessons using GeoGebra and comparison one who took traditional expository lessons? To solve the above two research questions, they were divided into two groups, an experimental group of 10 students and a comparison group of 10 students, considering the results of gift and aptitude test, and the computer literacy among 20 elementary students that took lessons at some education institute for the gifted students located in K province after being selected in the mathematics. Special lesson based on the researcher's own lesson plan was treated to the experimental group while explanation-centered class based on the usual 8th grader's textbook was put into the comparison one. Four kinds of tests were used such as previous proof ability test, previous proof attitude test, subsequent proof ability test, and subsequent proof attitude test. One questionnaire survey was used only for experimental group. In the case of attitude toward proof test, the score of questions was calculated by 5-point Likert scale, and in the case of proof ability test was calculated by proper rating standard. The analysis of materials were performed with t-test using the SPSS V.18 statistical program. The following results have been drawn. First, experimental group who took proof lessons of inductive activities using GeoGebra as precedent activity before proving had better achievement in proof ability than the comparison group who took traditional proof lessons. Second, experimental group who took proof lessons of inductive activities using GeoGebra as precedent activity before proving had better achievement in the belief and attitude toward proof than the comparison group who took traditional proof lessons. Third, the survey about 'the effect of inductive activities using GeoGebra on the proof' shows that 100% of the students said that the activities were helpful for proof learning and that 60% of the reasons were 'because GeoGebra can help verify processes visually'. That means it gives positive effects on proof learning that students research constant character and make proposition by themselves justifying assumption and conclusion by changing figures through the function of estimation and drag in investigative software GeoGebra. In conclusion, this study may provide helpful suggestions in improving geometry education, through leading students to learn positive and active proof, connecting the learning processes such as induction based on activity using GeoGebra, simple deduction from induction(i.e. creating a proposition to distinguish between assumptions and conclusions), and formal deduction(i.e. proving).