• Human Ecology Research
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• v.57 no.3
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• pp.419-430
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• 2019

This study examined the influences of middle school students' affective empathy and guilt-proneness on defending behavior against bullying and investigated if class climate (teacher support and student support) had moderating effects. The participants consisted of 163 second to third grade students (77 boys and 86 girls) in Seoul and Gyeonggi-do. The data were analyzed with descriptive statistics, Pearson's correlation, and hierarchical regression. Moderating effects were examined using multiple regression analysis. The results of this study indicated that guilt-proneness, teacher support, and student support had significant effects on the defending behavior of middle school students. The higher the level of guilt-proneness, the higher the level of defending behavior. Defending behavior was also higher when students perceived a belongingness to a classroom where their teacher and students provided support. However, affective empathy had no effect on defending behavior. Second, teacher support moderated the relation between guilt-proneness and defending behavior. The effects of guilt-proneness on defending behavior against bullying were greater when teacher support was high compared to low. The results suggested that guilt-proneness and classroom climate play important roles in increasing defending behavior in middle school students. Some implications for future research were also discussed.

• Journal of the Korean Institute of Educational Facilities
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• v.20 no.6
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• pp.49-56
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• 2013

This study investigated middle school students' perceptions of an optimum class size as well as the relationships between a class size and various aspects of students' lives at school. Data were gathered from 858 students from 8 classes (grade 1 and 2) at 4 middle schools located in Busan by administering survey questionnaires. The average class sizes to which each participating students belonged were 17.88, 30.0, 31.88, 28.0 respectively. A series of comparative analyses were carried out, revealing that the majority of the participating students perceived 25-30 as an optimum size for one class. Also, students in a relatively smaller class tended to show higher levels of satisfaction with school lives and with school and classroom facilities, more positive attitudes towards classroom atmosphere, and greater needs for peer interaction than did their counterparts. Furthermore, it was found out that the actual class size had to do with the students' perceptions of the relationships between school facilities and their levels of stress and pleasure at school. These findings were discussed in order to provide educators, architects, and policy makers with practical implications for bringing about a better school environment that is conducive to learning and living for middle school students.

• Korean Journal of Child Studies
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• v.27 no.3
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• pp.135-148
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• 2006

The Foreign Language Classroom Anxiety Scale(Horwitz et al., 1986) and the Classroom Environment Scale(Moos & Tricket, 1974) were administered to 434 middle school students in Daegu. Data were analyzed by Cronbach's $\alpha$, t-test, and Pearson's correlation using the SPSS program. Results on anxiety showed no gender differences between male and female students but $9^{th}$ graders reported more anxiety than $7^{th}$ graders. Two of the nine classroom environment subscales showed differences between perceptions of male and female students, and there were significant differences between $7^{th}$ and $9^{th}$ graders. Foreign language anxiety was correlated with perceived classroom environment. This finding suggests the importance of the psychological environment between the English teacher and students for successful language education.

• Journal of the Korean Institute of Educational Facilities
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• v.24 no.5
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• pp.3-10
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• 2017

This study was tried to find out characteristics of students' movement in classroom and homeroom. The object was the school whose homebase management was different by grade. Observation research was tried about middle school class that is simultaneously worked with different type of homeroom and the movement of students under various situations was analyzed. As a result, students in exclusive subject classroom moved in short time within one or two minutes after class. In case of exclusive homeroom, returning frequency of students was nearly about 85 to 100 percent within ten minutes in end of end. Behavioral characteristics of students in dual purpose homeroom was similar in exclusive subject classroom. The class using dual purpose homeroom showed high ratio in use of center homebase, therefore, returning frequency at short recess time was extremely low. In case of dual purpose homeroom at lunch time, next class students moved in early time and maximized within one or two minutes in end of end. These results are thought to be useful for planning spaces of variation type.

• Journal of environmental and Sanitary engineering
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• v.22 no.2
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• pp.53-60
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• 2007

A pilot study was conducted in order to investigate the concentration of formaldehyde at elementary school, middle school, the high school (108 classrooms) located in Chungchong-namdo during February - September, 2006. Also, divide by (45 classroom) General Classroom and (63 classrooms) Stateroom. The average concentrations of formaldehyde(HCHO) in the general classroom was high by $22.87\;{\pm}\;20.61\;{\mu}g/m^3$ elementary school, $22.08\;{\pm}\;12.70\;{\mu}g/m^3$ high school, $13.58\;{\pm}\;6.60\;{\mu}g/m^3$ middle school. The average concentrations of formaldehyde(HCHO) in the Stateroom was high by $27.58\;{\pm}\;30.5{\mu}g/m^3$ elementary school, $22.03\;{\pm}\;19.12\;{\mu}g/m^3\;22.87\;{\pm}\;20.61\;{\mu}g/m^3$ middle school, $24.92\;{\pm}\;28.15\;{\mu}g/m^3$ high school. There was correlation between formaldehyde concentrations and temperature, humidity in general classroom (P<0.05).

• Proceedings of the Korean Institute of Interior Design Conference
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• 2003.05a
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• pp.65-68
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• 2003

The purpose of this study is examine the color planning in the different type of classroom to establish interior color planning. This study also uses environmental planning and practical use of basic data for color planning to future school facilities. The summary of this study is as followed. The primary school and middle school classrooms as well as the open space classrooms floor color recommended of brown and the primary school wall color is light yellow, middle school wall color is light yellow and brown. The high school classroom color is recommended brown and wall color to light yellow and green system. The recommended floor color of primary school which includes in computer room and language study room, library of the multi-purpose of media room recommended are gray, brown and pink. The recommended wall color in primary school is light gray. The middle school floor color propose gray and light brown and wall recommended color is light brown, gray, ivory with the high school the computer room, language study room and library. The floor color is recommended gray, green and the wall propose blue. Moreover, recognize that importance of color effectiveness in school interior facilities considering with Interior covering material in class room.

• The Mathematical Education
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• v.52 no.3
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• pp.335-361
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• 2013

The purpose of this study is to analyze effects on storytelling materials of statistics in the middle school classroom lesson. For this purpose, a story is developed by the Zazkis & Liljedahl's model and applied to the 7th graders of 4 classes in a middle school. After the comparison between 5 hours of storytelling lessons and ordinary lessons, the following research findings are obtained. First, storytelling material brings a positive effect on student's academic achievement. It is also shown by the qualitative analysis that this result was caused by cognition of data observation, data transformation, and unification of data with context. Second, storytelling material brings a positive effect on student's affective attitude. It is also validated by the qualitative analysis that students show the positive change in mathematical value cognition and the interests in the lesson.

• Nutrition Research and Practice
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• v.3 no.4
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• pp.295-299
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• 2009

The purpose of this study was to compare student's satisfaction with school food service environment to improve the quality of middle school meal service. A survey was conducted of 680 students (boys 246, girls 433) from 6 middle schools providing school meals from October to November 2007. The questionnaires were directly distributed to the subjects for comparison of satisfaction of school meals depending on the eating place. As for the quantity of food, classroom group (3.40) expressed significantly higher satisfaction than cafeteria group (3.16, P < 0.01), but as for the satisfaction on hygiene, classroom group (2.76) showed significantly lower satisfaction than cafeteria group (3.03, P < 0.01). About the satisfaction of school meal environment, classroom group showed more satisfaction on distribution time, eating place, eating atmosphere (P < 0.001). The classroom group showed higher satisfaction than cafeteria group in cases of quantity, diversity of types of soup, dessert, and the cost of school meal. To improve eating place and hygiene of school meal, sufficient cafeteria space and pleasant environment is needed to be established.

• Journal of the Korean Society of Earth Science Education
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• v.2 no.1
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• pp.41-47
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• 2009

This study examined the difference for the ability of self-directed learning and information literacy(the ability to use information) between small group-cooperative instruction of ICT practical environment and explanatory instruction using ICT of general classroom in middle school science education. The 138 students(7th grade) participated in this study were classified in two group, experimental group(68) and controlled group(70). Experimental small group consisted of 5-6 students who had different levels and the ability of each the group was equal. The teaching of experimental group was made in the science lab which was equipped with computers to connect super high-speed Internet. The teaching of control group was made in general classroom. Under these two environment, this study was executed during 10 weeks. As the result, Small group-cooperative learning using ICT was more effective in diminishing the gap of information literacy in middle school students. And in the ability of self-directed learning, the small group learning using ICT was also more effective than general classroom instruction.

• Research in Mathematical Education
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• v.14 no.4
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• pp.333-345
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• 2010

This study focuses on student engagement in Chinese middle school mathematics classrooms. By the recording and quantitative analysis on video case, this study explored the main acts and time of student engagement. The data showed that among the student engagements: (1) Students' responses to teacher's question occurred most frequently; (2) Collective responses were much more than the individual responses; (3) Students' responses and classroom practice spent the longest time; (4) The most frequent student engagements occurred in the aspects of classroom practice; and (5) Students rarely asked a question to teachers. The study also suggested that teacher's effective guidance could improve the level of student engagement and the content of classroom practice is very important to the quality of student engagement.